How the Traumatic Experiences of Students Manifest in School Settings

2012 ◽  
pp. 23-36
Author(s):  
Ron Hertel ◽  
Mona M. Johnson
Keyword(s):  
Classroom Management ◽  
Traumatic Experiences ◽  
Classroom Behaviors ◽  
Social Emotional ◽  
School Settings ◽  
The Social ◽  
Strength Based ◽  
Professional Self ◽  
Core Practice ◽  
The Impact

The impact of trauma resonates in schools and can impair learning as well as cause challenging classroom behaviors. This chapter defines trauma as a response to adverse life experiences that can negatively affect physical, emotional, academic, and intellectual functioning. Specifically, it describes the impact of trauma on neurobiology and brain development, as well as academic, cognitive, behavioral, and social/emotional functioning. It also outlines practical, applicable strategies for addressing classroom management as well as six specific principles for educators who seek to support the social/emotional and academic development of students impacted by trauma. Professional self-care is also outlined as a vital core practice necessary to assist teachers in consistently approaching students from a strength-based perspective.

How the Traumatic Experiences of Students Manifest in School Settings

2020 ◽  
pp. 27-44
Author(s):  
Ron Hertel ◽  
Mona M. Johnson
Keyword(s):  
Brain Development ◽  
Cognitive Skills ◽  
Emotional Functioning ◽  
Point Of View ◽  
Traumatic Experiences ◽  
Evidence Based ◽  
Social Emotional ◽  
School Settings ◽  
Social Emotional Functioning ◽  
The Impact

Throughout their lifetimes, people can face challenges from toxic stress and trauma that influence their lives at any place, at any time. To be most effective, educators must understand the impact of trauma on neurobiology and brain development, academic and cognitive skills, behavior, and social-emotional functioning. They must learn to adapt the learning environment and strategies for instruction accordingly with these elements in mind. This chapter presents evidence-based and researched strategies that educators can employ to address the impact of trauma. From an educator’s point of view, the most helpful approach is twofold: firstly, an educator must be self-aware of his or her ability to manage his or her own challenges before, secondly, beginning to address challenges in the lives of students and their families.

scholarly journals The Impact of COVID-19 on Interpersonal Aspects in Elementary School

2021 ◽  
Vol 6 ◽  
Author(s):  
Lukas Herrmann ◽  
Birgitte Lund Nielsen ◽  
Corina Aguilar-Raab
Keyword(s):  
Global Education ◽  
High Risk Group ◽  
Self Report ◽  
School Staff ◽  
Social Emotional ◽  
Social Field ◽  
Positive Effects ◽  
The Social ◽  
Hygienic Measures ◽  
The Impact

Social-emotional education and the relational competence of school staff and leaders are emphasized in research since they strongly impact childrens’ social, emotional, and cognitive development. In a longitudinal project—Empathie macht Schule (EmS)—we aim at evaluating the outcome and process of an empathy training for the whole school staff, including leaders. We compare three treatments to three control elementary schools via a mixed-methods approach employing qualitative and quantitative research methods targeting both, the school staff and the schoolchildren. Since the start of the project in 2019, the COVID-19 pandemic has disrupted the global education process, that is, the range of training activities for school staff in an unprecedented manner. First the lockdown and then the hygienic measures impact the habits and certainties in schools on multiple levels, including artifacts (e.g., physical distancing measures and virtual platforms), processes (e.g., virtual learning and home-schooling), social structures (e.g., separation of a high-risk group), and values (e.g., difficulties in building relations and showing empathy due to physical distance). Leaders and staff are facing an uncertain situation, while their actions and decisions may—also unintentionally—shape the social reality that will be inhabited to a significant extent. In this context, a number of questions become salient. How does the disruption of the pandemic affect interpersonal relationships, interactions, and the social field—the sum of relationships within the system of a school—as a whole? And specifically, how do the actors reflect on changes in the social field, their relationships, and the schools’ and classrooms’ overall relationship quality due to the crisis? The assessment combines qualitative interviews with leaders and teachers (N = 10) along with a self-report survey (N = 80) addressing the effects of the pandemic on interpersonal aspects in schools. Surprisingly, a number of positive effects were mentioned regarding the learning environment in the smaller-sized classes, which were caused by hygienic measures, as well as increased cohesion among faculty. The potential influence of these effects by consciously shaping relationships and cultivating empathy is discussed in the article.

scholarly journals Perspectives from Mothers on Child Maintenance and Family Well Being: Policy Implications

2016 ◽  
Vol 4 (1) ◽  
pp. 41
Author(s):  
Paulette Andrea Henry
Keyword(s):  
Child Support ◽  
Well Being ◽  
Policy Implications ◽  
Primary Reason ◽  
Social Emotional ◽  
The Social ◽  
Financial Burdens ◽  
The Impact ◽  
Initial Research ◽  
Child Maintenance

Very often mothers are left to bear the social, emotional and financial burdens of parenting when relationships between parents do not work out. Although fathers claim to yearn for better relationships with their children, poor relations with mothers of their children is often cited as the primary reason for their estranged relationships with their children. Building upon an initial research undertaken to ascertain the impact of child support, father child relationships and family well being, this article will present the findings from a survey undertaken with mothers to garner perspectives on child maintenance and family well-being. It will seek to suggest mechanisms which can influence policy for child maintenance and parent child relations when parents are separated with the intent towards the improvement of child and family wellbeing.

The community network: an Aboriginal community football club bringing people together

2014 ◽  
Vol 20 (4) ◽  
pp. 356 ◽  
Author(s):  
Alister Thorpe ◽  
Wendy Anders ◽  
Kevin Rowley
Keyword(s):  
Cultural Values ◽  
Aboriginal People ◽  
Social Emotional ◽  
Aboriginal Community ◽  
Sports Teams ◽  
Football Club ◽  
The Social ◽  
Physical Wellbeing ◽  
Barriers And Motivators ◽  
The Impact

There are few empirical studies about the role of Aboriginal sporting organisations in promoting wellbeing. The aim of the present study was to understand the impact of an Aboriginal community sporting team and its environment on the social, emotional and physical wellbeing of young Aboriginal men, and to identify barriers and motivators for participation. A literature review of the impact of sport on the health and wellbeing of Aboriginal participants was conducted. This informed a qualitative study design with a grounded theory approach. Four semistructured interviews and three focus groups were completed with nine current players and five past players of the Fitzroy Stars Football Club to collect data about the social, emotional and physical wellbeing impact of an Aboriginal football team on its Aboriginal players. Results of the interviews were consistent with the literature, with common concepts emerging around community connection, cultural values and identity, health, values, racism and discrimination. However, the interviews provided further detail around the significance of cultural values and community connection for Aboriginal people. The complex nature of social connections and the strength of Aboriginal community networks in sports settings were also evident. Social reasons were just as important as individual health reasons for participation. Social and community connection is an important mechanism for maintaining and strengthening cultural values and identity. Barriers and motivators for participation in Aboriginal sports teams can be complex and interrelated. Aboriginal sports teams have the potential to have a profound impact on the health of Aboriginal people, especially its players, by fostering a safe and culturally strengthening environment and encompassing a significant positive social hub for the Aboriginal community.

Gender Differences in Perceptions of School Life and Self-Concept

2011 ◽  
Vol 5 (1) ◽  
pp. 20-35
Author(s):  
Victoria Clay
Keyword(s):  
Gender Differences ◽  
Student Perceptions ◽  
Ecological Model ◽  
Cultural Beliefs ◽  
Self Concept ◽  
School Life ◽  
Social Emotional ◽  
The Social ◽  
The Impact ◽  
Perceptions Of School

It has long been argued that gender considerations are an important factor in educational outcomes for students. The impact of social and of cultural beliefs concerning the value of education has often been implicated in gender differences in outcomes of schooling. While social constructions of masculinity warrant scrutiny both in society in general and in education, a focus on the social determinants of behaviour and attitudes does not always allow for full consideration of individual factors, such as affective or social-emotional determinants of responses to situations. This paper discusses the findings of a qualitative study of student perceptions of quality of school life and of student self-concept that was conducted in six different Australian schools. The findings of this study show that as well as gender differences, there were differences related to the school location, the socio-economic group the students belonged to, and the age of the student. These findings point towards the need to investigate gender in schools using an ecological model of gendered perceptions of school life that can take account of both individual and environmental factors.

Families Matter: A Cross-Sectional Study of Parent and Child Mental Health During COVID-19 (Preprint)

2021 ◽  
Author(s):  
Elsa Friis ◽  
Savannah R. Erwin ◽  
Jasmine Daniel ◽  
Rebecca Egger ◽  
Helen Egger
Keyword(s):  
Mental Health ◽  
Anxiety And Depression ◽  
Social Emotional ◽  
Emotional Challenges ◽  
The Social ◽  
Mental Health Challenges ◽  
Clinically Significant ◽  
Caregiver Anxiety ◽  
The Impact ◽  
Child Caregiver

BACKGROUND Background: The pandemic has disrupted all aspects of children’s lives and has increased children’s exposure to adversity and traumas known to increase the risk of mental health challenges. Recent studies have reported increased rates of mental health challenges in youth during the pandemic, yet few studies have examined the impact of the pandemic on the mental health of toddlers, preschoolers, and elementary school-age children. The pandemic has also adversely impacted caregiver mental health and other indirect factors, including economic instability, known to increase children’s risk for impairing mental health challenges. OBJECTIVE Objective: This study aimed to characterize the social-emotional challenges of children ages 2 to 12 years old during the pandemic and identify modifiable child, caregiver, and family-related risk factors that contribute to risk and are additional targets for intervention. METHODS Methods: Caregivers (N = 676) of children ages 2-12 completed an online survey in early fall 2021 using standardized screening tools to assess child social-emotional challenges and caregiver anxiety and depression. We used a new 16 scale to assess the impact of the pandemic at the child, caregiver, and family levels. We used hierarchical linear regression and logistic regression to explore the relationship between children’s mental health and caregivers’ mental health. We used path analysis to explore direct and indirect effects of the impact of pandemic stress on child emotional and peer challenges, mediated by caregiver anxiety and depression. RESULTS Results: Eighty-seven percent of the children were ages 2-8 years old (n=588) with 13% (n=88) between 9-12 years old. Caregivers endorsed significant child emotional and peer challenges with 80% (n = 536) of children at risk for clinically-significant emotional challenges and 57% (n = 388) at risk for clinically-significant peer social challenges. Emotional challenges increased with age (r = .20, P <.001). 50% (n=330) of caregivers screened positive for generalized anxiety and 24% (n=160) screened positive for depression. Cumulative COVID-19 impact was directly associated with increased child emotional challenges (r=.29, P<.001), peer challenges (r=.29, P<.001), caregiver anxiety (r = .32, P<.001), and caregiver depression (r = .42, P<.001). Caregiver anxiety accounted for 31% of the total effect of COVID-19 impact on child emotional challenges and 18% of the total effect on peer challenges. CONCLUSIONS Conclusions: The results of our study show that the COVID-19 pandemic is having direct and indirect adverse impacts on the social-emotional health of children ages 2 to 12 years old with impacts on very young children similar to impacts for older children. Only with an integrated, family-focused approach that includes young children will we be able to mitigate the current pediatric mental health crisis. CLINICALTRIAL n/a

scholarly journals A Taxonomy of Social Errors in Human-Robot Interaction

2021 ◽  
Vol 10 (2) ◽  
pp. 1-32
Author(s):  
Leimin Tian ◽  
Sharon Oviatt
Keyword(s):  
Social Relationship ◽  
Human Robot Interaction ◽  
Social Emotional ◽  
Robot Interaction ◽  
Systematic Analysis ◽  
Emotional Dimension ◽  
The Social ◽  
In The Wild ◽  
Open Question ◽  
The Impact

Robotic applications have entered various aspects of our lives, such as health care and educational services. In such Human-robot Interaction (HRI), trust and mutual adaption are established and maintained through a positive social relationship between a user and a robot. This social relationship relies on the perceived competence of a robot on the social-emotional dimension. However, because of technical limitations and user heterogeneity, current HRI is far from error-free, especially when a system leaves controlled lab environments and is applied to in-the-wild conditions. Errors in HRI may either degrade a user’s perception of a robot’s capability in achieving a task (defined as performance errors in this work) or degrade a user’s perception of a robot’s socio-affective competence (defined as social errors in this work). The impact of these errors and effective strategies to handle such an impact remains an open question. We focus on social errors in HRI in this work. In particular, we identify the major attributes of perceived socio-affective competence by reviewing human social interaction studies and HRI error studies. This motivates us to propose a taxonomy of social errors in HRI. We then discuss the impact of social errors situated in three representative HRI scenarios. This article provides foundations for a systematic analysis of the social-emotional dimension of HRI. The proposed taxonomy of social errors encourages the development of user-centered HRI systems, designed to offer positive and adaptive interaction experiences and improved interaction outcomes.

scholarly journals CULTIVATING ENTREPRENEURIAL VALUES TO IMPROVE SEVERAL ASPECTS OF EARLY CHILDHOOD DEVELOPMENT: THE CASE STUDY IN KHALIFAH KINDERGARTEN YOGYAKARTA

2019 ◽  
Vol 2 (1) ◽  
pp. 85-111
Author(s):  
Nurkamelia Mukhtar AH ◽  
Abdul Munip
Keyword(s):  
Early Childhood ◽  
Creative Thinking ◽  
Early Childhood Development ◽  
Field Trips ◽  
Learning System ◽  
Childhood Development ◽  
Social Emotional ◽  
The Social ◽  
Cooking Classes ◽  
The Impact

The entrepreneurial values such as independent, creativity, risk-taking ability, and responsibility play an important role in directing early childhood development, especially in the aspect of social-emotional, language, and cognitive. Khalifah kindergarten which is based on entrepreneurship, support the life skills development of children with several of excellent programs for example Market Day. This study is intended to know the reason of Khalifah Kindergarten in applying entrepreneurship program, the process and impact of the program on the aspects of early childhood development. The findings of this study are: first, Khalifah Kindergarten wants to achieve its mission in integrating entrepreneurial values in all aspects of early childhood development by introducing them to become Muslims entrepreneur. Second, the process of increasing the entrepreneurial values is implemented through Beyond Centre and Circle Time (BCCT) learning system, entrepreneurship activities such as market day, cooking classes, field trips,  angklung music as an extracurricular activity, and habituation through continuous interviews with the students. Third, the impact of entrepreneurial values can be proved in several aspects of development. In the social-emotional aspect, the children have empathy for others. In the cognitive aspect, the children have creative thinking. In an aspect of linguistic development, they become communicative, and in the physical-motor aspect, the children have the high spirit to produce a work.

scholarly journals Impact of School Closure Due to COVID-19 on the Social-Emotional Skills of Japanese Pre-school Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Satomi Doi ◽  
Keitaro Miyamura ◽  
Aya Isumi ◽  
Takeo Fujiwara
Keyword(s):  
School Children ◽  
Repeated Measures ◽  
School Closure ◽  
Social Emotional ◽  
School Closures ◽  
Emotional Skills ◽  
School Activities ◽  
The Social ◽  
The Difference ◽  
The Impact

Objective: This study examines the impact on the social-emotional skills of Japanese pre-school children from downsizing of school activities in conjunction with voluntary school closures due to the first wave of COVID-19, in 2020.Methods: Participants included 32 children aged 4–5 years old from three pre-schools in Tokyo, Japan, where strict lockdown was not implemented and voluntary school closure was recommended. Child social-emotional skills was assessed by classroom teachers using Devereux Student Strengths Assessment mini (DESSA-mini) three times: November 2019, January 2020 (before the COVID-19), and March 2020 (during the first COVID-19 wave). All pre-schools implemented voluntary school closures from March 2nd, and two schools (school A and B) canceled school recitals, while one school (school C) allowed for it to be held on March 4th, with precautions in place to prevent the spread of infection. Repeated measures ANOVA were performed to examine the difference between the T scores of the DESSA-mini three pre-schools before and during the COVID-19 pandemic.Results: In school C, children showed stable T scores of the DESSA-mini, whereas children in school A and B showed lower T scores of the DESSA-mini during COVID-19 than before it started. The interaction effects between time and pre-schools were found (F = 7.05, p &lt; 0.001).Conclusion: Our findings suggest that school recitals in pre-schools were important to maintaining children's social-emotional skills during the COVID-19 pandemic.

scholarly journals Rapid modernization of the national school: the COVID-19 pandemic as a challenge to the secondary education system

2020 ◽  
pp. 54-60
Author(s):  
Olga N. Machekhina
Keyword(s):  
Education System ◽  
Health And Safety ◽  
Social Emotional ◽  
School Closures ◽  
Safety Requirements ◽  
The Social ◽  
Pandemic Threat ◽  
Short And Long Term ◽  
The Impact

The COVID-19 pandemic has forced the global school system to face an unusual set of circumstances. As the pandemic threat grew, schools around the world were closed throughout March 2020 to prevent the virus from spreading. Although school closures have been announced as a temporary measure, prolonged closures could cause significant disruption to the education ecosystem, affecting an estimated 1.5 billion students in 165 countries. It is now clear that this situation will have a lasting impact on the social, emotional and mental health of children and adolescents, as well as on overall learning outcomes, which may widen the gap between children from well-off and disadvantaged families. The use of alternative channels for delivering learning information to which not everyone still has access will further widen the gap. The pandemic has forced the education system to focus on developing health and safety requirements and conditions, in the new environment, rapid and flexible responses and solutions to minimize the impact on learning in the short and long term. All of this responds to the challenges of the pandemic, which we will explore in more detail in the text below.

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