Advancing Collaboration between School- and Agency-Employed School-based Social Workers: A Mixed-Methods Comparison of Competencies and Preparedness

School psychological services in Victoria are provided by Student Services, which is not a school based service. The staff includes Guidance Officers, Psychology Officers, Social Workers, Welfare Officers, Interpreters and Speech Therapists. Services are provided to pre-schools, special facilities, government and registered schools. This paper focuses on the psychological services provided.

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Changing the home literacy environment through participation in family literacy programmes

Journal of Early Childhood Literacy ◽

10.1177/1468798417745118 ◽

2017 ◽

Vol 19 (4) ◽

pp. 431-458 ◽

Cited By ~ 4

Author(s):

Jon Michael Swain ◽

Olga Cara

Keyword(s):

Mixed Methods ◽

Family Literacy ◽

Qualitative Interviews ◽

Theoretical Work ◽

Home Literacy Environment ◽

Home Literacy ◽

Family Resources ◽

Literacy Environment ◽

Home Setting ◽

School Based

This paper presents findings from a study of family literacy provision in England and focuses on the effects of family literacy programmes on the home literacy environment. The fieldwork took place between September 2013 and December 2014 and involved 27 school-based programmes for pupils aged between 5 and 7, and their parents. The study used mixed methods, which involved observations of family literary sessions, a quantitative pre- and post-survey of 118 parents, and pre- and post-telephone qualitative interviews with a sub-sample of 24 parents. Building on previous theoretical work, the study conceptualises the home literacy environment into four areas (family resources; parental literacy behaviours and attitudes; parental beliefs and understandings; and family literacy activities and practices). The paper develops understandings of how parents translate and implement messages from family literacy into the home setting, and it shows how participation in these programmes leads to changes in family literacies across all four areas identified.

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Can Online Consumers Contribute to Drug Knowledge? A Mixed-Methods Comparison of Consumer-Generated and Professionally Controlled Psychotropic Medication Information on the Internet

Journal of Medical Internet Research ◽

10.2196/jmir.1716 ◽

2011 ◽

Vol 13 (3) ◽

pp. e53 ◽

Cited By ~ 44

Author(s):

Shannon Hughes ◽

David Cohen

Keyword(s):

Mixed Methods ◽

Psychotropic Medication ◽

The Internet ◽

Methods Comparison ◽

Medication Information ◽

Online Consumers ◽

Drug Knowledge

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The Essential Elements of Adolescent-Friendly Care in School-Based Health Centers: A Mixed Methods Study of the Perspectives of Nurse Practitioners and Adolescents

Journal of Pediatric Health Care ◽

10.1016/j.pedhc.2018.04.009 ◽

2018 ◽

Vol 32 (4) ◽

pp. 327-328

Author(s):

Alison Moriarty Daley ◽

E. Carol Polifroni ◽

Lois S. Sadler

Keyword(s):

Mixed Methods ◽

Nurse Practitioners ◽

Essential Elements ◽

Mixed Methods Study ◽

Health Centers ◽

School Based ◽

School Based Health Centers

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The Development and Sustainability of School-Based Parent Networks in Low-Income Latinx Communities: A Mixed-Methods Investigation

American Educational Research Journal ◽

10.3102/0002831220916461 ◽

2020 ◽

Vol 57 (6) ◽

pp. 2450-2484

Author(s):

David E. Rangel ◽

Megan N. Shoji ◽

Adam Gamoran

Keyword(s):

Elementary School ◽

Mixed Methods ◽

Low Income ◽

Family Engagement ◽

Short Term ◽

Building Relationships ◽

School Based ◽

Quantitative Results ◽

Over Time

Research suggests that school-based parent networks have significant benefits for children’s education, yet scholars know very little about how such relationships form and develop over time. This study uses interview and survey data with elementary school parents in predominantly low-income Latinx communities to examine how parents meet one another; how deeper, more trusting relationships develop; and how the size and quality of parent networks change over time in the presence and absence of a family engagement program. Interview data suggest few and infrequent opportunities for parents to meet one another, which makes building relationships characterized by trust and shared expectations more difficult. The quantitative results show positive short-term effects of the program but differential effects over time.

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A Mixed-Methods Approach for Embedding Cost Analysis Within Fidelity Assessment in School-Based Programs

Behavioral Disorders ◽

10.1177/0198742920944850 ◽

2020 ◽

pp. 019874292094485

Author(s):

Catherine P. Bradshaw ◽

Katrina J. Debnam ◽

Daniel Player ◽

Brooks Bowden ◽

Sarah Lindstrom Johnson

Keyword(s):

Mixed Methods ◽

Behavioral Interventions ◽

Case Illustration ◽

Evidence Based ◽

Multiple Sources ◽

Potential Cost ◽

School Based ◽

Fidelity Assessment ◽

The Cost ◽

Fidelity Implementation

This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of 77 schools that were trained in PBIS. We concluded that the average per school cost of PBIS was US$53,216.00 (median = US$36,698), with an average per-pupil cost of US$90.00 (median = US$58.00), which is considerably less than other school-based prevention models. The cost did, however, differ by implementation level, such that high-fidelity implementation tended to cost more than low-fidelity implementation. We provide a case illustration to elucidate some of the cost drivers of PBIS implementation. Specifically, these data highlight the variability in the amount of training and coaching by the specific evidence-based program implemented within the tiered PBIS framework. Through this case illustration, we demonstrate the utility of tracking costs of school-based program within the context of fidelity data collection. The findings also suggest the potential cost savings of PBIS, both when compared with other evidence-based interventions as well as the known costs of negative school outcomes like dropout.

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Recommendations for Administrators’ Involvement in School-Based Health Promotion: A Scoping Review

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17176249 ◽

2020 ◽

Vol 17 (17) ◽

pp. 6249 ◽

Cited By ~ 1

Author(s):

Collin A. Webster ◽

Genee Glascoe ◽

Chanta Moore ◽

Brian Dauenhauer ◽

Cate A. Egan ◽

...

Keyword(s):

Health Promotion ◽

Content Analysis ◽

Mixed Methods ◽

Scoping Review ◽

School Health ◽

School Administrators ◽

Professional Group ◽

Research Articles ◽

Evidence Based ◽

School Based

School administrator involvement is recognized as a key factor in the extent to which school health promotion programs and initiatives are successfully implemented. The aims of this scoping review are to: (a) Identify existing documents that contain recommendations regarding the involvement of school administrators in school-based health promotion; (b) distill and summarize the recommendations; (c) examine differences in the recommendations by targeted professional level, professional group, health promotion content focus, and by whether the recommendations are evidence-based or opinion-based; and (d) evaluate the research informing the recommendations. We drew upon the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines to conduct the review. Our team conducted a comprehensive literature search with no date or geographic restrictions from January 2018 through April 2018 using four electronic databases: Academic Search Complete, Google Scholar, Physical Education Index, and PubMed. Eligibility criteria included any online documents, in English, that contained recommendations targeting school administrators’ (e.g., principals, assistant principals, superintendents) involvement (e.g., support, endorsement, advocacy) in school health programming (e.g., physical activity, nutrition, wellness). The search yielded a total of 1225 records, which we screened by title, then by abstract, and finally by full text, resulting in 61 records that met inclusion criteria. Data (e.g., recommendations, targeted contexts, targeted administrators) from these records were extracted for a content analysis. Included records contained 80 distinct recommendations, which we summarized into three themes (Collaboration, Advocacy, and Support) using a content analysis. Separate content analyses revealed no qualitative differences in the recommendations by professional level, professional group, or content focus, or by whether the recommendations were evidence-based or opinion-based. Twenty-one of the included records were peer-reviewed research articles. Using the Mixed Methods Appraisal Tool (MMAT), we appraised qualitative research articles the highest and mixed methods research articles the lowest. This review provides a basis for future research and professional practice aiming to increase school administrators’ involvement in school-based health promotion.

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