Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

The Spoken Language and Social Communication Characteristics of Adolescents in Behavioral Schools: A Controlled Comparison Study

2020 ◽  
Vol 51 (1) ◽  
pp. 115-127
Author(s):  
Karen James ◽  
Natalie Munro ◽  
Leanne Togher ◽  
Reinie Cordier
Keyword(s):  
Communication Skills ◽  
Social Communication ◽  
Externalizing Behavior ◽  
Service Providers ◽  
Narrative Discourse ◽  
Speech Language Pathologists ◽  
School Students ◽  
Government School ◽  
Social Communication Skills ◽  
Structural Language

Purpose Working with students with emotional behavioral disorders is a challenging area of speech-language pathology practice. In this study, we compare and profile the narrative discourse, structural language, and social communication characteristics of adolescents attending behavioral support and mainstream schools. We also examine relationships between narratives, structural language, social communication, and behavior. Method Fifty-four students aged between 12 and 16 years participated. Twenty-seven students were from 3 Australian government Schools for Specific Purposes for students with behavioral difficulties, and 27 typically developing students were from a mainstream, government school. Students were matched for age and closely matched for sex and socioeconomic status. All students completed 3 communication assessments: oral narrative, structural language, and social communication skills. Teachers were asked to complete 2 behavioral questionnaires. Results Students in behavioral schools had significant difficulties generating narratives. Their structural language and overall social communication skills were also significantly poorer than their mainstream peers. One third of the behavioral group experienced significant difficulties across all 3 of these communication areas. Externalizing behavior was significantly related to narrative, structural language, and social communication only when the data were pooled across both groups. Conclusions Language and social communication difficulties were evident in adolescents who attend alternative school settings—behavioral schools. These findings confirm the need for speech-language pathologists to be engaged in specialist behavioral schools and provide impetus to service providers, speech-language pathologists, and educators to address relationships between behavior and communication ability.

Speech-Language Pathologists’ Behavior Management Training and Reported Experiences With Challenging Behavior

2019 ◽  
Vol 42 (2) ◽  
pp. 67-72 ◽  
Author(s):  
Jason C. Chow ◽  
Erin Stehle Wallace
Keyword(s):  
Challenging Behavior ◽  
Behavior Management ◽  
Online Community ◽  
Service Providers ◽  
Management Training ◽  
Speech Language Pathologists ◽  
Web Based ◽  
School Based ◽  
Related Service ◽  
Collaborative Efforts

The purpose of this exploratory study was to examine the extent that school-based speech-language pathologists (SLPs) received behavior management training and experience challenging behavior. We developed a web-based survey to address our research aims, and recruited participants via online community boards and social media. A sample of 233 school-based SLPs reported minimal focus on behavior management in their undergraduate and graduate programs, and that they often experience challenging behavior when delivering services. We conclude by inviting colleagues, both researchers and practitioners, to continue discussion around (a) the need for adequate behavior management training, (b) the potential promise of collaborative efforts between teachers, SLPs, and other related service providers, and (c) educators’ responsibilities to ensure that children and youth who receive special education services have access to the curriculum and demonstrate educational progress.

Supporting Professionals-at-Risk: Evaluating Interventions to Reduce Burnout and Improve Retention of Special Educators

1996 ◽  
Vol 62 (4) ◽  
pp. 336-355 ◽  
Author(s):  
Elizabeth Cooley ◽  
Paul Yovanoff
Keyword(s):  
Job Satisfaction ◽  
At Risk ◽  
Special Educators ◽  
Service Providers ◽  
Peer Collaboration ◽  
Controlled Study ◽  
Job Support ◽  
Dependent Variables ◽  
Related Service ◽  
Actual Turnover

This article describes a controlled study of 92 special educators and related service providers that evaluated the effects of two interventions (a series of stress-management workshops and a peer-collaboration program) on factors known to be correlated with actual turnover (burnout, job satisfaction, and organizational commitment). Results indicated that improvements on dependent variables occurred as a function of intervention, thus suggesting that the programs show promise as means of providing on-the-job support for such professionals at risk of burnout or exiting the field. In addition, participants perceived the targeted skills and strategies to be practical, valuable ways to prevent or alleviate job burnout.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

A netsemlegesség - definíciók, törvényhozói, tartalomszolgáltatói, internetszolgáltatói és felhasználói olvasatok

2017 ◽  
Vol 15 (3) ◽  
pp. 41
Author(s):  
Zoltán Szűts ◽  
Jinil Yoo
Keyword(s):  
Open Access ◽  
Social Communication ◽  
Service Providers ◽  
Net Neutrality ◽  
Internet Service Providers ◽  
Internet Service ◽  
Free Competition ◽  
Theoretical Insight

Tanulmányunk témája a netsemlegesség. Először magát a fogalmat definiáljuk többféle módon, majd a netsemlegességgel kapcsolatos törvényhozói, internet- és tartalomszolgáltatói, valamint felhasználói kihívásokat, problémákat és válaszokat mutatjuk be. Számos szerző szerint az internet legnagyobb, immár tradicionális értéke a nyíltság, sokszínűség, tartalomgazdagság, tértől és időtől független társadalmi és perszonális kommunikációba való szabad belépés és a szabad verseny lehetősége. A netsemlegesség mellett és ellen felhozott érvek bemutatását is ezek a szempontok alapján tesszük. Kiemelt szerepet kap a netsemlegesség megsértésének kategorizálása is. Tanulmányunkban közlünk egy törvényalkotási kronológiát, mely az USA-ra, az EU-ra és Kelet-Ázsiára fókuszál, illetve ismertetjük a BEREC 2011-es felmérésének az EU-ban alkalmazott, internetszolgáltatói gyakorlatra vonatkozó eredményeit. A munkát az Internet.org kezdeményezést vizsgáló esettanulmány zárja, végül ezt követik a jövővel kapcsolatos kérdések, és néhány lehetséges válasz. --- Net neutrality - definitions and the standpoints of legislators, content providers, Internet service providers and users This article examines the topic of net neutrality. Firstly, it provides us with a theoretical insight and several definitions. Then it presents the issues and challenges legislators, ISP’s, content providers and users face. Several authors state that the biggest virtue and value of Internet lies in open access, diversity, richness of content, free competition, and low barrier entry for users in order to participate in personal social communication. Our presentation of arguments pro and cons net neutrality will be built on the basis of these considerations. Priority will be given to the introduction of several categories of net neutrality violations. In our paper we will present a legislative chronology in the topic focusing on USA, EU and Korea-Japan as well as the findings of the 2011 BEREC survey. Finally we examine the Internet.org project. In the conclusion, the article offers several more issues to be discussed and provides some possible answers.

Domestic Violence and Sexual Assault Service Providers’ Perspectives on Nigerian Immigrants’ Domestic Violence Experiences

2020 ◽  
pp. 107780122095426
Author(s):  
Ijeoma Nwabuzor Ogbonnaya ◽  
Olufunmilayo Ibitola Fawole ◽  
Cynthia Fraga Rizo
Keyword(s):  
Domestic Violence ◽  
Law Enforcement ◽  
Sexual Assault ◽  
Support Groups ◽  
Service Providers ◽  
Support Needs ◽  
Service Needs ◽  
Nigerian Immigrants ◽  
Related Service ◽  
Controlling Behavior

We investigated 13 domestic violence (DV) and sexual assault agency directors’ perspectives regarding Nigerian immigrants’ experiences of violence, DV-related service needs, and best strategies for providing those needs. Directors across five U.S. states were surveyed. Descriptive analyses showed the most common DV types were controlling behavior and cultural/traditional. The most important DV support needs were informational, informal, and legal. Formal support from DV agencies, support groups, and law enforcement was rated the most helpful strategies. Participants wanted to learn more about Nigerian immigrants’ DV experiences. Findings highlight implications for the development of Nigerian-specific DV services.

scholarly journals Barriers for kangaroo mother care (KMC) acceptance, and practices in southern Ethiopia: a model for scaling up uptake and adherence using qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Selamawit Mengesha Bilal ◽  
Henok Tadele ◽  
Teshome Abuka Abebo ◽  
Birkneh Tilahun Tadesse ◽  
Mekonnen Muleta ◽  
...  
Keyword(s):  
Research Study ◽  
Service Providers ◽  
Scale Up ◽  
Formative Research ◽  
Kangaroo Mother Care ◽  
Southern Ethiopia ◽  
Theory Approach ◽  
Structural Factors ◽  
Implementation Model ◽  
Health Service Providers

Abstract Background Globally, approximately 15 million babies are born preterm every year. Complications of prematurity are the leading cause of under-five mortality. There is overwhelming evidence from low, middle, and high-income countries supporting kangaroo mother care (KMC) as an effective strategy to prevent mortality in both preterm and low birth weight (LBW) babies. However, implementation and scale-up of KMC remains a challenge, especially in lowincome countries such as Ethiopia. This formative research study, part of a broader KMC implementation project in Southern Ethiopia, aimed to identify the barriers to KMC implementation and to devise a refined model to deliver KMC across the facility to community continuum. Methods A formative research study was conducted in Southern Ethiopia using a qualitative explorative approach that involved both health service providers and community members. Twenty-fourin-depth interviewsand 14 focus group discussions were carried out with 144study participants. The study applied a grounded theory approach to identify,examine, analyse and extract emerging themes, and subsequently develop a model for KMC implementation. Results Barriers to KMC practice included gaps in KMC knowledge, attitude and practices among parents of preterm and LBW babies;socioeconomic, cultural and structural factors; thecommunity’s beliefs and valueswith respect to preterm and LBW babies;health professionals’ acceptance of KMC as well as their motivation to implement practices; and shortage of supplies in health facilities. Conclusions Our study suggests a comprehensive approach with systematic interventions and support at maternal, family, community, facility and health care provider levels. We propose an implementation model that addresses this community to facility continuum.

Novel research on transition from child to adult mental health services in Europe: The MILESTONE project

2016 ◽  
Vol 33 (S1) ◽  
pp. S58-S59 ◽  
Author(s):  
H. Tuomainen ◽  
S.P. Singh ◽  
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Service Providers ◽  
Care Pathway ◽  
Controlled Trial ◽  
Ethical Challenges ◽  
Adult Mental Health ◽  
Related Service ◽  
Competing Interest

IntroductionCurrent service configuration of distinct Child and Adolescent Mental Health (CAMHS) and Adult Mental Health Services (AMHS) is considered the weakest link where the care pathway should be most robust. Transition-related discontinuity of care is a major health, socioeconomic and societal challenge for the EU.ObjectivesThe overall objective of the MILESTONE project is to improve transition from CAMHS to AMHS in diverse healthcare settings in Europe.AimsTo improve the understanding of current transition-related service characteristics, and processes, outcomes and experiences of transition from CAMHS to AMHS using a bespoke suite of measures; to explore the ethical challenges of providing appropriate care to young people as they move to adulthood; to test a model of managed transition in a cluster randomized controlled trial (cRCT) for improving health, social outcomes and transition to adult roles; and to develop training modules for clinicians and policy guidelines.MethodsData will be collected via systematic literature reviews; bespoke surveys to CAMHS professionals, experts and other stakeholders; focus groups with service providers and users and members of youth and mental health advocacy groups; and a longitudinal cohort study with a nested cRCT in eight EU countries (Belgium, Croatia, France, Germany, Ireland, Italy, Netherlands, UK) involving over 1000 CAMHS service users, their parents/carers, and clinicians, with assessments at baseline, 9, 18 and 27 months.ResultsFirst results are expected in 2016 with further major findings following in 2019.ConclusionsThe MILESTONE project will provide unprecedented information on the nature and magnitude of problems at the CAMHS-AMHS interface, and potential solutions to overcome these.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Teaching civic engagement: Evaluating an integrative service-learning program

2012 ◽  
Vol 5 ◽  
Author(s):  
Jed Metzger
Keyword(s):  
Service Learning ◽  
Community Intervention ◽  
Academic Discipline ◽  
The United States ◽  
Lessons Learned ◽  
Integrative Approach ◽  
Community Practice ◽  
Integrative Learning ◽  
Learning Program ◽  
Community Environments

The demands on successfully teaching intervention skills in macro (community) environments are numerous and extend beyond the confines of any one academic discipline. In particular, when considering community, the compounding of the multiple factors of social economics, diversity, social policy, history and political agendas requires an integrative approach. This mixed-methods retrospective article analyses the use of service-learning in an advanced Master of Social Work community practice course. Special attention is given to the construction of academic and community experience that facilitates learning integration and understanding of the ways in which factors compound on community wellbeing. Specifically this project involved students in efforts constructed to address violence directed by and against inner-city youth in a mid-sized northeastern city in the United States that is beset with gang violence and has led its state in per capita murders for four of the past five years. Recommendations and lessons learned presented in this article are directed at exploring a construction of service-learning that could address integrative learning in community intervention courses. Keywords: Service-learning, teaching, macro practice, violence

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