Strengthening grief support for adolescents coping with a peer’s death

2011 ◽  
Vol 32 (2) ◽  
pp. 144-162 ◽  
Author(s):  
David E. Balk ◽  
Donna Zaengle ◽  
Charles A. Corr
Keyword(s):  
Adolescent Development ◽  
School Setting ◽  
Developed Countries ◽  
Disenfranchised Grief ◽  
Life Crisis ◽  
School Based ◽  
Grief Support

This article offers suggestions for strengthening school-based grief support following an adolescent’s death. Such interventions must be considered within the context of: (a) development during adolescence; (b) the role of peers in adolescent development; and (c) the fact that an adolescent peer’s death is a non-normative life crisis in developed countries. Review of those three topics leads to an overview of death during adolescence; an exploration of adolescent bereavement, grief, and mourning; consideration of disenfranchised grief in relation to an adolescent peer’s death; and an integration of this foundational knowledge in supporting bereaved adolescents within a school setting.

scholarly journals Untapped Resources: 10- to 13-Year-Old Primary Schoolchildren’s Views on Additional Physical Activity in the School Setting: A Focus Group Study

2018 ◽  
Vol 15 (12) ◽  
pp. 2713 ◽  
Author(s):  
Vera van den Berg ◽  
Eline Vos ◽  
Renate de Groot ◽  
Amika Singh ◽  
Mai Chinapaw
Keyword(s):  
Physical Activity ◽  
School Setting ◽  
Field Trips ◽  
Focus Group Study ◽  
Physically Active ◽  
School Based ◽  
Teachers And Students ◽  
School Day

Schools are considered ideal venues to promote physical activity (PA) in children. However, a knowledge gap exists on how to adequately integrate PA into the school day and in particular, on the preferences of children regarding additional PA in school. Therefore, the aim of our qualitative study was to gain comprehensive insight into 10–13-year-old primary schoolchildren’s perspectives on how to increase PA in the school setting. We conducted nine focus groups (32 girls and 20 boys) with children attending the final two grades of primary school in the Netherlands. We used inductive thematic analysis to analyze the data. The results showed that children were enthusiastic about additional PA in school. Children suggested various ways to increase PA, including more time for PA in the existing curriculum, e.g., physical education (PE), recess, and occasional activities, such as field trips or sports days; school playground adaptation; improving the content of PE; and implementing short PA breaks and physically active academic lessons. Children emphasized variation and being given a voice in their PA participation as a prerequisite to keep PA enjoyable and interesting in the long term. Finally, children mentioned the role of the teacher and making efforts to accommodate all children and their different preferences as important. Children have concrete ideas, acknowledging the challenges that accompany integrating additional PA in school. We therefore recommend actively involving children in efforts to increase school-based PA and to make “additional PA in school” a shared project of teachers and students.

Using Grief Support Groups to Support Bereaved Students

2017 ◽  
pp. 115-129
Author(s):  
Renée Bradford Garcia
Keyword(s):  
Secondary Students ◽  
Support Groups ◽  
Mental Health Professionals ◽  
School Setting ◽  
Age Groups ◽  
School Based ◽  
Grief Support ◽  
Grief Support Group ◽  
Sensitive Issues ◽  
Grief Reactions

This chapter provides a template for conducting school-based grief support groups for elementary and secondary students. The template supplies school-based mental health professionals with an easy-to-replicate structure for hosting psychoeducational strengths-based grief support group sessions. Guidance is provided on how to ensure a smooth-running group in the school setting and how to handle sensitive issues such as student confidentiality. Special considerations for different age groups are offered. School-based bereavement groups educate students about grief, normalize the grief process, teach healthy coping skills for managing grief reactions, and facilitate connections with other students who are experiencing similar losses.

Childhood Chronic Illnesses in the Schools

2019 ◽  
pp. 3-18
Author(s):  
Kimberly Rennie ◽  
Madeline Racine ◽  
Van Michelle Ruda
Keyword(s):  
School Setting ◽  
Chronic Illnesses ◽  
Medical Conditions ◽  
Symptom Presentation ◽  
Case Examples ◽  
School Based ◽  
Education Of Students ◽  
Appropriate Education ◽  
Healthcare Need

Approximately one in five schoolchildren presents with a special healthcare need. Schools are tasked with providing free and appropriate education to all students, which may include both accommodations and specialized services to children to address challenges associated with their medical conditions. The first chapter of this book provides a brief overview of types of presenting conditions, challenges, and considerations that school-based providers may encounter when working with this population of students. The chapter includes a table of common medical terms, procedures, and treatments. Several case examples with accompanying discussions are described to illustrate common themes, challenges, and considerations that students with chronic medical conditions may encounter in the school setting. Finally, the role of culture in the symptom presentation, treatment, and education of students with chronic health needs is discussed.

scholarly journals School-based programs for promoting physical activity and fitness in children and adolescents

2017 ◽  
Vol 4 (1) ◽  
pp. 81-82
Author(s):  
Anne Wareing
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
High Risk ◽  
Children And Adolescents ◽  
School Setting ◽  
Endocrine Disorders ◽  
Bleeding Disorders ◽  
School Based ◽  
Bleeding Episodes

Abstract Rates of obesity are rising in the general population. People with haemophilia are at high risk for being overweight or obese, and may benefit from physical activity-based interventions. The school setting is an ideal environment to implement physical activity-based interventions as it greatly influences the first two decades of life. However, there is a lack of knowledge about the benefits of exercise for managing haemophilia, as well as possible restriction of physical activity by parents or carers due to a fear of increasing the number of bleeding episodes. Furthermore, schools and teachers may be uncertain of how to integrate physical activity for children with bleeding disorders. This article summarises the Cochrane Metabolic and Endocrine Disorders Group systematic review on ‘school-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18 and considers published literature about the role of physical activity within haemophilia.’

scholarly journals MENTOR TEACHERS’ VOICES ON PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL LEARNING

2017 ◽  
Vol 6 (2) ◽  
pp. 213
Author(s):  
Paulus Kuswandono
Keyword(s):  
Professional Learning ◽  
School Setting ◽  
English Teachers ◽  
Mentor Teachers ◽  
Emotional Engagement ◽  
Professional Experiences ◽  
School Based ◽  
Teachers Beliefs ◽  
Qualitative Data Analysis Software

Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers’ voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered through questionnaires and unstructured interviews carried out in the participants’ school setting and analysed using NVIVO 9 (qualitative data analysis software). The findings reveal the mentor teachers’ beliefs in guiding PSETS during the school-based practicum. The mentor teachers viewed that PSETs need to learn and experience more fundamental aspects of teaching, namely interpersonal skills and emotional engagement in teaching, including their leadership. Implications for teacher education to improve the quality of relationship between PSETs and mentor teachers are addressed.

Perspectives on Preparing Graduate Students To Provide Educationally Relevant Services in Schools

2010 ◽  
Vol 11 (2) ◽  
pp. 40-49 ◽  
Author(s):  
Debbie Elledge ◽  
Emily Hasselbeck ◽  
Amy Hobek ◽  
Sandra Combs ◽  
Lesley Raisor-Becker ◽  
...  
Keyword(s):  
Regular Education ◽  
Graduate Programs ◽  
School Setting ◽  
Speech Language Pathologists ◽  
Constant Attention ◽  
School Based ◽  
Children And Parents ◽  
Critical Skills ◽  
The Way

Abstract Working in the schools today requires more than the skills and knowledge for addressing the communication and swallowing disorders that children exhibit. With changes in the way speech-language pathologists (SLPs) perceive themselves and their purpose within their school setting, there must also be changes in the way graduate programs prepare the next generation of school-based speech-language pathologists. This paper addresses those critical skills that will enable school-based SLPs to work within and help to create a school culture that embodies (a) flexibility in service delivery; (b) constant attention to promoting children's successful performance within the regular education curriculum; (c) collaboration among professionals, children, and parents; (d) advocacy for the highest quality services to children and the expanding role of the SLP in that effort; and (e) using evidence to support clinical practice. We will also address what university graduate programs can do to support the development of those skills.

Role of the nurse immuniser in implementing and maintaining the National Human Papillomavirus 'Cervical Cancer' Vaccine rollout through a school-based program in Victoria

Sexual Health ◽  
2010 ◽  
Vol 7 (3) ◽  
pp. 391 ◽  
Author(s):  
Helen Kent ◽  
Margaret E. Heffernan ◽  
Julie Silvers ◽  
Elya Moore ◽  
Suzanne M. Garland
Keyword(s):  
Human Papillomavirus ◽  
School Setting ◽  
Human Papillomavirus Vaccine ◽  
School Based ◽  
National Human ◽  
Cervical Cancer Vaccine ◽  
Ongoing Assessment ◽  
Papillomavirus Vaccine ◽  
Physical Layout

In an effort to understand the strengths and limitations of current approaches to human papillomavirus vaccine (HPV) delivery in schools, we conducted an audit of nurse immunisers (NI). In this survey of 159 Victorian NI, the NI perceived that knowledge, safety and side effects were among the most important issues raised by parents, schoolgirls, and teachers in the school setting. The most common concern identified by NIs was the physical layout of the vaccination setting (41%), followed by safety, then knowledge of the vaccine. There is a need for ongoing assessment of factors that improve or impede the delivery of HPV vaccines.

Morphological Knowledge: Opportunities for Collaboration Through Multitiered System of Supports

2020 ◽  
Vol 51 (3) ◽  
pp. 515-530
Author(s):  
Ashley Bourque Meaux ◽  
Emily Diehm ◽  
Ginger Collins
Keyword(s):  
Literacy Development ◽  
School Setting ◽  
Early Elementary ◽  
Collaborative Partnerships ◽  
Language And Literacy ◽  
Morphological Knowledge ◽  
Speech Language Pathologist ◽  
School Based ◽  
Written Language Development

Purpose The study of morphological knowledge and its role in literacy development for early elementary students is growing. The aim of this tutorial is to illustrate the role a school-based speech-language pathologist (SLP) has as a collaborative partner in multitiered system of supports (MTSS) in elementary for morphological knowledge. Method This tutorial presents the role of morphology in the English writing system and the documented benefit of morphological interventions to support students' oral and written language development. Next, the role of morphology in literacy development as it appears in curricular standards is highlighted. Lastly, strategies are provided for how SLPs can be part of a collaborative educational team to increase morphological knowledge in early elementary school within an MTSS framework. Conclusion Given school-based SLPs' language and literacy expertise, we are well suited for engaging in collaborative partnerships in the school setting to increase academic outcomes. The information presented in this tutorial provides a guide to establish collaborative partnerships within educational teams to support morphological knowledge development through all MTSS tiers. Additionally, the need for further evidence to support the role of morphological knowledge in literacy development is presented.

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