Chronic Pain Disorders

2019 ◽  
pp. 419-440
Author(s):  
Grace S. Kao ◽  
Evelyn C. Monico ◽  
Rashmi P. Bhandari ◽  
Samantha E. Huestis
Keyword(s):  
Chronic Pain ◽  
School System ◽  
School Environment ◽  
Daily Living ◽  
Management Strategies ◽  
School Setting ◽  
Pediatric Pain ◽  
Childhood Experience ◽  
School Based ◽  
Optimal Functioning

Pain is an important, useful component of the childhood experience; however, for some youth who experience discomfort chronically, pain can become a debilitating symptom that limits multiple aspects of daily living, including in the school environment. Pain is a biopsychosocial experience that is affected by behavioral, cognitive, affective, sociocultural, and neurosensory factors, as well as contextual factors (family, peers, school). School-based professionals working with students with chronic pain are encouraged to closely collaborate with the child’s multidisciplinary providers outside the school system to promote optimal functioning and wellness in the child across settings. This chapter presents information about several common pediatric pain conditions and then reviews intervention and management strategies for children with chronic pain disorders. It also discusses school-related considerations for the school-based professional and includes a list of useful resources and handouts to assist with education and intervention in the school setting.

scholarly journals Protocol for a scoping review to identify and map intervention components of existing school-based interventions for the promotion of physical activity and cardiorespiratory fitness among school children aged 6–10 years old

BMJ Open ◽  
2020 ◽  
Vol 10 (10) ◽  
pp. e037848
Author(s):  
Berit Brandes ◽  
Heide Busse ◽  
Louisa Sell ◽  
Lara Christianson ◽  
Mirko Brandes
Keyword(s):  
Physical Activity ◽  
Cardiorespiratory Fitness ◽  
Scoping Review ◽  
School Environment ◽  
Sports Medicine ◽  
School Setting ◽  
General Information ◽  
Hand Search ◽  
School Based ◽  
School Based Interventions

IntroductionPhysical inactivity is known as a leading cause of mortality and tracks from childhood to adulthood. Many types of school-based single-component and multicomponent interventions to promote physical activity (PA) have been undertaken and evaluated, with mixed findings overall. Enlarging the intervention areas beyond the school setting is a promising approach. WHO’s Health Promoting School (WHO HPS) framework is a holistic, setting-based approach where health is promoted through the whole school environment with links to other settings such as the home environment and wider community. In this paper, we outline our scoping review protocol to systematically review the published literature from the last 10 years to identify existing school-based interventions to promote PA and cardiorespiratory fitness among children aged 6–10 years old and to map intervention components according to the features of this framework.Methods and analysisArksey and O’Malley’s scoping review methodology framework will guide the conduct of this review. We will search Medline, PsycINFO, Cumulative Index to Nursing and Allied Health Literature, Sports Medicine & Education Index, Education Resources Information Centre and CENTRAL and hand search the reference lists of key studies to identify studies appropriate for inclusion. Any empirical study that evaluated the effectiveness of a school-based intervention promoting PA and/or cardiorespiratory fitness in children aged 6–10 years old will be included. Two reviewers will independently screen all abstracts and full texts for inclusion. One reviewer will extract general information, study characteristics and intervention contents to classify them according to the features of the WHO HPS framework. Results will be synthesised narratively.Ethics and disseminationFindings will be disseminated in conference presentations and peer-reviewed publications. A condensed version of the results will be made available for the public. Stakeholder meetings will be arranged to discuss and disseminate the findings.

scholarly journals Papass clinical trial protocol: a multi-component school-based intervention study to increase acceptance and adherence to school feeding

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Rafael Lavourinha Pinto ◽  
Bárbara da Silva Nalin de Souza ◽  
Anna Beatriz Souza Antunes ◽  
Mara Lima De Cnop ◽  
Rosely Sichieri ◽  
...  
Keyword(s):  
Clinical Trial ◽  
School System ◽  
School Environment ◽  
Intervention Group ◽  
Public School System ◽  
School Meals ◽  
School Feeding ◽  
School Based ◽  
National School ◽  
The Impact

Abstract Background One of the largest school feeding programs in the world is the National School Feeding Program of Brazil. However, results from the 2012 National School Health Survey indicated that only 22.8% of 9th grade students in Brazilian public school system consumed school meals. The literature presents few studies aiming to promote healthy food consumption in the school environment from interventions, which found inconclusive results. Thus, this study aims to present a protocol to evaluate the effectiveness of multi-component school-level interventions to increase adherence and acceptance to school feeding. Methods School-based multi-component clinical trial with students from 4th-9h grade from 3 municipal schools of Sumidouro, Rio de Janeiro, Brazil, in 2019. The study design will be parallel, with 3 arms: Control group (without intervention); Intervention group 1 (changes in school environment) and Intervention group 2 (changes in menu and school environment). Interventions in the environment will be based on the principles of choices architecture and, the modification in the dishes that make up the menus offered to the students, on the factors that contribute to poor adherence and acceptance to school feeding, identified by focus groups. Adherence to school feeding will be assessed through a specific question in the questionnaire directed to the frequency of consuming school meals in the week, applied by researchers in three moments. Acceptance will be assessed from the acceptability test application with dishes served to students during the year. Statistical analyses will be performed using generalized linear models, which will be used to assess the impact of the intervention, and will include 3 main variables: intervention, time and the intervention x time interaction. Discussion This study will investigate if the impact of the implementation of interventions in the environment and in the dishes served to students may increase adherence and acceptance to school feeding. Positive results could show the effect of implementing interventions throughout Sumidouro’s public school system, as well as throughout the country, aiming to improve the consumption of school meals. Trial registration Brazilian Registry of Clinical Trials, RBR-7mf794. Date of registration: December 27, 2018.

End-of-Life and Grief Issues in the School Setting

2019 ◽  
pp. 225-242
Author(s):  
Cortney T. Zimmerman ◽  
Nicole M. Schneider ◽  
Ryan M. Hill ◽  
Julie B. Kaplow
Keyword(s):  
Family Member ◽  
Mental Health Professionals ◽  
School Environment ◽  
Developmental Stages ◽  
School Mental Health ◽  
Death And Dying ◽  
School Setting ◽  
School Personnel ◽  
Loved One ◽  
School Based

School-based clinicians are likely to encounter the death of a student or a student’s family member in their work. Providing a supportive school environment is crucial for those coping with the death of a loved one or peer. The role of school mental health professionals in assisting children, families, faculty, and staff in the aftermath of a death is complex and multifaceted. This chapter serves as a guide for school-based clinicians who work with students who are possibly facing their own death or coping with the death of a peer or family member. The chapter provides an overview of developmental stages of understanding the concept of death and strategies for professionals and families to talk about death and dying with children. Specific strategies for facilitating a supportive school environment, working with bereaved students and peers, identifying struggling students, and supporting school personnel are discussed.

scholarly journals Non-Verbal Communication and Management of Interactive Conflict in School-based Violence: A Sociological Perspective

2020 ◽  
Vol 12 (1) ◽  
pp. 260-268
Author(s):  
Alexander Iyekolo
Keyword(s):  
School System ◽  
School Environment ◽  
Daily Basis ◽  
Verbal Communication ◽  
School Staff ◽  
Sociological Perspective ◽  
Open Society ◽  
Systematic Analysis ◽  
School Based

A school environment, like any other open society, is an avenue where a series of conflicts are often manifested as school-staff and students relate on a daily basis to discharge their social and academic business. When these conflicts are not adequately managed, they can result in serious school-based violence. Thus, this paper presents a systematic analysis of how elements of non-verbal communication among school-staff and students can be managed to prevent occurrences of academic and administrative conflicts that can hamper achieving the goals of the school system.

scholarly journals Using the School Environment to Promote Walking amongst Adolescent Females: A Mixed-Method Study

Children ◽  
2019 ◽  
Vol 6 (3) ◽  
pp. 49 ◽  
Author(s):  
Angela Carlin ◽  
Marie Murphy ◽  
Alison Gallagher
Keyword(s):  
School Environment ◽  
Primary Schools ◽  
Online Survey ◽  
School Setting ◽  
Adolescent Females ◽  
Point Of View ◽  
School Based ◽  
Key Stakeholders ◽  
School Day ◽  
Walking Programme

Schools have the potential to promote physical activity (PA) in adolescents through physical education (PE) and extra-curricular PA. The aims of this study were to firstly understand the experiences of adolescent females who participated in a school-based walking programme (the Walking In ScHools (WISH) study) and secondly, to assess the potential for schools to further promote PA outside of structured PE. A sample of female participants (n = 45, mean age 13.1 years) who participated in the WISH study were randomly selected to participate in focus group discussions, to explore their experiences of the intervention. In addition, an online survey was distributed to all post-primary schools (n = 208) in Northern Ireland to assess the provision of extra-curricular PA and further evaluate the feasibility of the WISH study. In total, six focus groups were conducted. Walking during the school day was viewed as an acceptable form of PA by adolescent females, providing an opportunity to be active with friends, and helped participants overcome barriers previously associated with being active at school. Responding schools (n = 59) identified adolescent females and non-sporty pupils as sub-groups who would benefit most from participation in a school-based walking programme. This study has highlighted that the delivery of a walking programme within the school setting is acceptable, warranted and practically feasible from the point of view of adolescent females and key stakeholders within the school setting.

Technology as a Language Tool: Augmentative and Alternative Communication in the Classroom

2011 ◽  
Vol 12 (2) ◽  
pp. 28-34
Author(s):  
Jennifer Kent-Walsh ◽  
Cathy Binger
Keyword(s):  
Classroom Environment ◽  
School Environment ◽  
Augmentative And Alternative Communication ◽  
School Setting ◽  
Alternative Communication ◽  
Obvious Effect ◽  
School Based ◽  
Exponential Increase ◽  
Communication Needs

As evidenced across the articles in this issue of Perspectives, the modern classroom includes a range of technologies that afford educators, students, and families more ways to engage and communicate than many of us ever could have imagined. One group for which the technological revolution has had a particularly obvious effect in the school environment has been with students who are not able to meet all of their communication needs using natural speech. Students requiring the use of augmentative and alternative communication (AAC) have enjoyed an exponential increase in options for communicating in all relevant environments, including the classroom. School-based speech-language pathologists (SLPs) possess a range of skills that allows them to help facilitate functional use of AAC technologies in the classroom environment. Given that AAC technologies are language tools, SLPs can employ their expertise in language to implement relevant goals, objectives, and interventions for children with AAC needs. To illustrate this point, an AAC case study is presented along with sample goals and interventions that may be used in the school setting.

Critical Service Learning and Group

2018 ◽  
Author(s):  
Annette Johnson ◽  
Cassandra McKay-Jackson ◽  
Giesela Grumbach
Keyword(s):  
Service Learning ◽  
School Environment ◽  
School Setting ◽  
Bullying Prevention ◽  
Tier 2 ◽  
Social And Emotional ◽  
Educational Plan ◽  
School Based ◽  
Youth Population ◽  
Additional Support

Critical service learning (CSL) emphasizes that youth become empowered to see themselves as partners with others to bring about change in their environments (Muscott, 2000). The nature of CSL evokes youth voice and choice in the application of cognitive, social, and emotional skills to everyday situations. This is especially true when conducting CSL in a group modality. Groups are ideal therapeutic intervention settings where CSL can be incorporated. Group work provides a smaller arena in which members may receive feedback, support, and guidance from peers. In fact, membership may allow youth to practice new behaviors or roles (Greenberg, 2003).Furthermore, CSL offers a natural fit for groups geared toward social and emotional learning (SEL) skill development (e.g., social skill groups, anger management, bullying prevention, confliction resolution). Within the multitier system of support (MTSS) framework, different tiers are designated for the provision of academic and social and emotional support to students where needed. CSL is beneficial within all tiers, but is especially effective at the Tier 2 (tar¬geted) and Tier 1 (universal) levels. On average, 5%– 15% of students in a school setting are in jeopardy of disengaging from the school environment (Scott & Eber, 2003). These students do not necessarily have an individual educational plan (IEP) but may have come to the attention of school- based practitioners as a result of office discipline referrals, suspensions, or truancies (Lindsey & White, 2009). Targeted group interventions provide additional support to these students for learning and practicing prosocial skills in a smaller and more insulated arena. For students who also receive special educa¬tion services, Klienert et al. (2004) contended that students receiving those services can benefit from interventions in the form of CSL. The benefits of CSL projects among the high- risk youth population may provide them with a way of building many of the developmental assets (such as positive experiences, resources, and other healthy characteristics) that help them make informed decisions and that are all protective factors for youth successes (Nelson & Eckstein, 2008).

scholarly journals Kefahaman Pengetua Cemerlang Terhadap Amalan Pengurusan Islam di Sekolah

2020 ◽  
Vol 22 (1) ◽  
pp. 71-85
Author(s):  
Siti Sumaiyya Salim
Keyword(s):  
Quality Management ◽  
School System ◽  
System Performance ◽  
Research Method ◽  
Management Strategies ◽  
Deep Understanding ◽  
Human Values ◽  
School Based

Kajian berkenaan dengan kefahaman pengetua cemerlang terhadap pengurusan Islam adalah sangat penting dalam memastikan sistem persekolahan mencapai objektif dan visi sekolah. Kemajuan dan kecemerlangan sekolah bergantung kepada strategi pengurusan pengetua yang cekap dan berkualiti serta kefahaman yang mendalam dalam mentadbir sesebuah sekolah dengan berlandaskan pengurusan Islam. Kajian ini adalah tertumpu kepada pengetua cemerlang pada beberapa buah sekolah di Negeri Sembilan, Malaysia. Kaedah penyelidikan yang digunakan adalah kualitatif. Hasil dapatan kajian menunjukkan kefahaman pengetua cemerlang dalam pengurusan Islam merangkumi tiga konsep iaitu tawhidik, budaya Itqan dan nilai insan. Ia menggambarkan pengetua cemerlang merupakan pemimpin dalam sesebuah organisasi terutamanya organisasi yang berteraskan Islam perlulah memahami dan mengamalkan ajaran Islam dengan lebih tulus bagi meningkatkan sistem persekolahan yang cemerlang. Abstract Studies on the understanding of good principals in Islamic management are crucial in ensuring that the school system meets the school's objectives and vision. The success of the school depends on the efficient and quality management strategies of the principals as well as the deep understanding of managing a school based on Islamic management. This study is focused on principals at several schools in Negeri Sembilan, Malaysia. The research method used is qualitative. The results of this study show that the principal's understanding of Islamic management encompasses three concepts namely tawhidik, itqan and human values. It depicts the principal who is a leader in an organization, especially in an Islamic-based organization, who needs to understand and practice the teachings of Islam more effectively in order to improve the school system performance.

Improving Speech and Language Services through Effective Time Management

1983 ◽  
Vol 14 (2) ◽  
pp. 86-91 ◽  
Author(s):  
Barbara W. Travers
Keyword(s):  
Time Management ◽  
Management Strategies ◽  
Federal State ◽  
Speech Language Pathologist ◽  
School Based ◽  
Work Area ◽  
Paper Work ◽  
Areas Of Concern ◽  
State And Local ◽  
Therapeutic Services

This paper presents strategies for increasing the effectiveness and efficiency of the school-based speech-language pathologist. Various time management strategies are adapted and outlined for three major areas of concern: using time, organizing the work area, and managing paper work. It is suggested that the use of such methods will aid the speech-language pathologist in coping with federal, state, and local regulations while continuing to provide quality therapeutic services.

Enhancing motivation and engagement within a PBIS framework

2021 ◽  
pp. 136548022110022
Author(s):  
Michael Petrasek ◽  
Anthony James ◽  
Amity Noltemeyer ◽  
Jennifer Green ◽  
Katelyn Palmer
Keyword(s):  
School Environment ◽  
Student Outcomes ◽  
Behavioral Interventions ◽  
School Setting ◽  
Positive Behavioral Interventions ◽  
Motivation And Engagement ◽  
Core Features

A motivating and engaging school environment has been associated with several positive student outcomes. Consequently, schools have an opportunity and responsibility to promote a culture that supports students in developing and maintaining their motivation, engagement, and self-improvement. Efforts to promote such a culture can be embedded within a Positive Behavioral Interventions and Supports (PBIS) framework. In this paper, we begin by describing motivation and engagement, and discussing the relevance of these concepts in schools. Next, we introduce the traditional PBIS framework, highlighting research and core features. Third, we propose how PBIS can be enhanced by incorporating a focus on relationships, engagement, and motivation in the school setting. Finally, we conclude with recommendations for school teams seeking to implement this approach.

Sign in / Sign up

Export Citation Format

Share Document