School Reintegration for Children with Chronic Medical Conditions

2019 ◽  
pp. 209-224
Author(s):  
M. Cullen Gibbs ◽  
Elizabeth Vincent ◽  
Ana Arenivas
Keyword(s):  
Alternative Education ◽  
Medical Condition ◽  
School Personnel ◽  
Chronic Medical Condition ◽  
Return To School ◽  
Social Emotional ◽  
School Reintegration ◽  
Safety Issues ◽  
Emotional Factors ◽  
School Based

School reintegration for the student with a chronic medical condition requires ample preparation and coordination among the student, family, medical providers, and school-based professionals. Changes experienced by the student frequently require that accommodations and interventions are made available to support the return to school. School personnel must clearly understand the challenges experienced by the student in order to appropriately plan for necessary accommodations and interventions. This chapter discusses important factors to consider in support of school reintegration for the student with a chronic medical condition into school. These include medical needs, safety issues, and cognitive, academic, and social-emotional factors. The chapter presents accommodation and intervention strategies that are commonly considered to support school reintegration, such as alternative education settings, modified schedules, and preparation strategies for students, families, peers, and school personnel.

Type 1 and Type 2 Diabetes

2019 ◽  
pp. 343-360
Author(s):  
Katherine A. S. Gallagher ◽  
Marisa E. Hilliard
Keyword(s):  
Type 2 Diabetes ◽  
Medical Condition ◽  
School Personnel ◽  
The United States ◽  
Self Management ◽  
Chronic Medical Condition ◽  
School Based ◽  
Support Students

Diabetes is a chronic medical condition that affects many children in the United States. The chapter provides an overview of type 1 and type 2 diabetes and focuses on the roles of school-based providers in helping students with diabetes, in collaboration with families and medical providers. Specific strategies, such as educating school personnel and peers about the conditions and treatments and recognizing and responding to symptoms of the conditions, are discussed. Providing assistance with, and supervision of, self-management tasks, monitoring symptoms, and identifying and implementing appropriate school-based accommodations are some key activities school-based professionals adopt to support students with diabetes. Additionally, addressing any learning or psychological concerns and assessing for possible diabetes-related contributors are critical. Included in the chapter are handouts with helpful resources for professionals, lists of measures for assessing concerns common to children with diabetes, and a tool to support student engagement in self-management activities related to diabetes care.

Alternative Education Settings

2019 ◽  
pp. 101-118
Author(s):  
Puja G. Patel ◽  
Sasha D. Jaquez ◽  
Thea L. Quinton
Keyword(s):  
Alternative Education ◽  
Systems Of Care ◽  
Medical Condition ◽  
Chronic Health Conditions ◽  
Health Conditions ◽  
Chronic Medical Condition ◽  
Educational Settings ◽  
Treatment Side Effects ◽  
School Based ◽  
School Programs

For children with a chronic illness, a traditional academic path may not be possible due to increased absenteeism caused by hospitalizations, frequent doctor appointments, and symptoms of the condition or treatment side effects. Additionally, it can be unsafe for students with compromised immune systems to attend school. Thus, depending on the medical course and presentation, an alternative educational setting is often necessary for students with chronic health conditions. This chapter provides a review of the legal support for alternative educational settings and then reviews variations of alternative educational settings. The variations include hospital-based schooling, homebound instruction, flexible instruction, and technology-based and online school programs. The chapter concludes with an overview of factors for the school-based professional to consider when working with families and other systems of care to identify the most appropriate educational environment for a student with a chronic medical condition.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

Screening Instrument for Adolescents of Parents With Chronic Medical Condition

2013 ◽  
Author(s):  
Dominik S. Sieh ◽  
Frans J. Oort ◽  
Johanna M. A. Visser-Meily ◽  
Anne Marie Meijer
Keyword(s):  
Medical Condition ◽  
Screening Instrument ◽  
Chronic Medical Condition

School Building Administrator Reports of Screening Practices Across Academic, Behavioral, and Health Domains

2021 ◽  
pp. 109830072110033
Author(s):  
Amy M. Briesch ◽  
Sandra M. Chafouleas ◽  
Jennifer N. Dineen ◽  
D. Betsy McCoach ◽  
Aberdine Donaldson
Keyword(s):  
The United States ◽  
Risk Identification ◽  
Survey Study ◽  
School Building ◽  
Social Emotional ◽  
Behavioral Screening ◽  
Screening Practices ◽  
School Based ◽  
Health Domains ◽  
K 12

Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing an impetus for the current survey study. A total of 475 K–12 school building administrators representing 409 unique school districts across the United States completed an online survey, which assessed current school-based screening practices across domains from the point of data collection to intervention selection. Whereas 70% to 81% of the respondents reported the use of universal screening across health and academic domains, respectively, only 9% of the respondents endorsed the use of universal social, emotional, and behavioral screening. In addition, discrepancies were identified across domains with regard to such factors as (a) who reviews screening data, (b) how screening data are used to determine student risk, and (c) how interventions are designed for those students demonstrating risk. The lack of consensus in practice calls for dissemination concerning best practices in the implementation of social, emotional, and behavioral screening; risk identification; and Tier 1 intervention.

scholarly journals When the Kids Are Not Alright: School Counseling in the Time of COVID-19

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110336
Author(s):  
Mandy Savitz-Romer ◽  
Heather T. Rowan-Kenyon ◽  
Tara P. Nicola ◽  
Emily Alexander ◽  
Stephanie Carroll
Keyword(s):  
Postsecondary Education ◽  
School Counselors ◽  
Role Expectations ◽  
Mixed Methods Study ◽  
Concerted Effort ◽  
Social Emotional ◽  
School Based ◽  
Group Data ◽  
Focus Group Data ◽  
American Children

The unprecedented arrival of COVID-19 upended the lives of American children with rapid shifts to remote and hybrid schooling and reduced access to school-based support. Growing concerns about threats to students’ mental health and decreased numbers of students transitioning to postsecondary education suggest access to school counselors is needed more than ever. Although previous research on school counselors finds they promote positive postsecondary, social emotional, and academic outcomes for students, further studies highlight the organizational constraints, such as an overemphasis on administrative duties and unclear role expectations, that hinder their work. Drawing on survey and focus group data, our mixed methods study documents school counselors’ experiences during the COVID-19 crisis, including the opportunities and constraints facing their practice. Findings suggest there should be a concerted effort to reduce the role ambiguity and conflict in counselors’ roles so they are better able to meet students’ increased needs.

scholarly journals Impact of the Coronavirus Lockdown on Older Adolescents Engaged in a School-Based Stress Management Program: Changes in Mental Health, Sleep, Social Support, and Routines

2021 ◽  
Author(s):  
Sara Schjølberg Marques ◽  
Ruth Braidwood
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Stress Management ◽  
Behavioral Therapy ◽  
Management Program ◽  
Return To School ◽  
Physical And Mental Health ◽  
School Based ◽  
Older Adolescents ◽  
Stress Management Program

Abstract The mental health effects of the coronavirus pandemic are likely to be significant and sustained, especially for those who experience adversity or preexisting mental health difficulties. This article examines the experiences of older adolescents during the United Kingdom government’s “lockdown” period (April 2020 to June 2020) on mental health, social support, sleep, and routines using both quantitative and qualitative methods. Participants were enrolled in DISCOVER, a school-based stress management program, in London (N = 107; 72 percent Black, Asian, or minority ethnicity). The Coping with COVID-19 questionnaire was developed and administered online. Changes in mental health, sleep, and routines were reported during the lockdown period as well as increased worry about family members’ physical and mental health. Positive experiences of the lockdown period included improvements in quality of relationships and increased time to spend on hobbies. Participants reported the use of cognitive–behavioral therapy techniques for coping. Results have implications for supporting older adolescents during the pandemic, including on their return to school.

scholarly journals Psychosocial Outcomes in Adult Survivors of Retinoblastoma

2015 ◽  
Vol 33 (31) ◽  
pp. 3608-3614 ◽  
Author(s):  
Jennifer S. Ford ◽  
Joanne F. Chou ◽  
Charles A. Sklar ◽  
Kevin C. Oeffinger ◽  
Danielle Novetsky Friedman ◽  
...  
Keyword(s):  
Traumatic Stress ◽  
Medical Condition ◽  
Cancer Recurrence ◽  
Psychosocial Outcomes ◽  
The United States ◽  
Fear Of Cancer Recurrence ◽  
Chronic Medical Condition ◽  
Post Traumatic Stress ◽  
Stress Symptoms ◽  
Post Traumatic

Purpose Survival rates for individuals diagnosed with retinoblastoma (RB) exceed 95% in the United States; however, little is known about the long-term psychosocial outcomes of these survivors. Patients and Methods Adult RB survivors, diagnosed from 1932 to 1994 and treated in New York, completed a comprehensive questionnaire adapted from the Childhood Cancer Survivor Study (CCSS), by mail or telephone. Psychosocial outcomes included psychological distress, anxiety, depression, somatization, fear of cancer recurrence, satisfaction with facial appearance, post-traumatic growth, and post-traumatic stress symptoms; noncancer CCSS siblings served as a comparison group. Results A total of 470 RB survivors (53.6% with bilateral RB; 52.1% female) and 2,820 CCSS siblings were 43.3 (standard deviation [SD], 11) years and 33.2 (SD, 8.4) years old at the time of study, respectively. After adjusting for sociodemographic factors, RB survivors did not have significantly higher rates of depression, somatization, distress, or anxiety compared with CCSS siblings. Although RB survivors were more likely to report post-traumatic stress symptoms of avoidance and/or hyperarousal (both P < .01), only five (1.1%) of 470 met criteria for post-traumatic stress disorder. Among survivors, having a chronic medical condition did not increase the likelihood of psychological problems. Bilateral RB survivors were more likely than unilateral RB survivors to experience fears of cancer recurrence (P < .01) and worry about their children being diagnosed with RB (P < .01). However, bilateral RB survivors were no more likely to report depression, anxiety, or somatic complaints than unilateral survivors. Conclusion Most RB survivors do not have poorer psychosocial functioning compared with a noncancer sample. In addition, bilateral and unilateral RB survivors seem similar with respect to their psychological symptoms.

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