Bullies and Victims in the Peer Ecology: Four Questions for Psychologists and School Professionals

2003 ◽  
Vol 32 (3) ◽  
pp. 384-400 ◽  
Author(s):  
Philip C. Rodkin ◽  
Ernest V. E. Hodges
Keyword(s):  
School Professionals

Language and Behavior Disorders in School-Age Children: Comorbidity and Communication in the Classroom

2012 ◽  
Vol 13 (4) ◽  
pp. 111-119 ◽  
Author(s):  
Alexandra Hollo
Keyword(s):  
Language Impairment ◽  
Mental Health Problems ◽  
Language Disorder ◽  
School Age Children ◽  
School Age ◽  
Social Emotional ◽  
Behavioral Support ◽  
School Professionals ◽  
Development Characteristic ◽  
And Behavior

Language development is the foundation for competence in social, emotional, behavioral, and academic performance. Although language impairment (LI) is known to co-occur with behavioral and mental health problems, LI is likely to be overlooked in school-age children with emotional and behavioral disorders (EBD; Hollo, Wehby, & Oliver, in press). Because language deficits may contribute to the problem behavior and poor social development characteristic of children with EBD, the consequences of an undiagnosed language disorder can be devastating. Implications include the need to train school professionals to recognize communication deficits. Further, it is critically important that specialists collaborate to provide linguistic and behavioral support for students with EBD and LI.

Highlander Folk School: Getting Information, Going Back and Teaching It

1972 ◽  
Vol 42 (4) ◽  
pp. 497-520 ◽  
Author(s):  
Frank Adams
Keyword(s):  
Educational Change ◽  
Alternative Futures ◽  
School Professionals ◽  
Highlander Folk School ◽  
Social Reformers

If our judgments about educational change were based only on conventional histories,our vision of alternative futures would be constrained. We would probably come to the conclusion that a small number of school professionals and prominent social reformers have alone been responsible for initiating and maintaining worthwhile reforms.

scholarly journals From Fragmented Practice to Rich Professional Learning: The Collaborative Work of Teachers of Learners With Deafblindness

2020 ◽  
Vol 5 ◽  
Author(s):  
Elizabeth S. Hartmann
Keyword(s):  
Professional Learning ◽  
Collaborative Work ◽  
Learning Opportunities ◽  
Sensory Loss ◽  
Professional Collaboration ◽  
School Professionals ◽  
Dual Sensory Loss ◽  
Academic Year

In this study, school professionals provided a rich context for understanding how collaboration can lead to learning when educating a child with deafblindness. Analysis of the collaboration of five professionals during an academic year showed that although they thought it was critical that they learn from each other, only one sub-set engaged in ways that led to rich learning opportunities. The findings from this study suggest that professional collaboration and learning, which is a hallmark of supporting learners with dual sensory loss, may be elusive even when it is a valued and mandated practice. In addition, professional learning more readily occurs when teachers are open to educating all children yet are also focused on how to best teach children with deafblindness.

scholarly journals Examining Academic Support After Concussion for the Adolescent Student-Athlete: Perspectives of the Athletic Trainer

2016 ◽  
Vol 51 (2) ◽  
pp. 153-161 ◽  
Author(s):  
Tricia Kasamatsu ◽  
Michelle Cleary ◽  
Jason Bennett ◽  
Keith Howard ◽  
Tamara Valovich McLeod
Keyword(s):  
Public Schools ◽  
Student Athletes ◽  
Academic Support ◽  
Athletic Trainers ◽  
Cognitive Activity ◽  
Full Time ◽  
Due Dates ◽  
School Professionals ◽  
Cognitive Rest ◽  
Return To Learn

 Student-athletes may require cognitive rest and academic support after concussion. Athletic trainers (ATs) in secondary schools are uniquely positioned to provide medical care and to collaborate with school professionals while managing concussions. However, little is known regarding return-to-learn policies and their implementation in secondary schools.Context:  To examine ATs' perspectives on return to learn, cognitive rest, and communication with school professionals after concussion.Objective:  Cross-sectional study.Design:  Web-based survey.Setting:  A total of 1124 secondary school ATs completed the survey (28.5% response rate). The majority of participants were employed full time (752/1114 [67.5%]) in public schools (911/1117 [81.6%]).Patients or Other Participants:  School and AT employment characteristics, demographics, number of concussions evaluated annually, and perceptions of school professionals' familiarity with ATs' responsibilities were independent variables.Main Outcome Measure(s):  Of the ATs, 44% reported having an existing return-to-learn policy. The strongest predictor of a return-to-learn policy was frequent communication with teachers after concussion (odds ratio = 1.5; 95% confidence interval = 1.2, 1.7). Most ATs recommended complete cognitive rest (eg, no reading, television; 492/1087 [45.3%]) or limited cognitive activity based upon symptoms (391/1087 [36.0%]). Common academic accommodations were postponed due dates (789/954 [82.7%]), rest breaks (765/954 [80.2%]), and partial attendance (740/954 [77.6%]). Athletic trainers self-reported as primary monitors of health (764/1037 [73.7%]) and academic progression (359/1011 [35.5%]). The strongest predictor of ATs' communication with school professionals was their perception of school professionals' understanding of ATs' roles.Results:  Overall, ATs followed best practices for cognitive rest and return to learn after concussion. Although ATs are central to the management of student-athletes' physical health after concussion, school professionals may be better suited to monitor academic progress. Increased communication between the AT and school professionals is recommended to monitor recovery and facilitate academic support for symptomatic student-athletes.Conclusions:

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