Strengthening grief support for children with developmental disabilities

2011 ◽  
Vol 32 (2) ◽  
pp. 179-193 ◽  
Author(s):  
Mary Sormanti ◽  
Michelle S. Ballan
Keyword(s):  
Developmental Disabilities ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Loss And Grief ◽  
School Based ◽  
Grief Support ◽  
Children's Grief ◽  
Children With Developmental Disabilities

Although a sizable literature investigates and describes children’s grief, the majority of information focuses on typically developing children. Far less has been published about the loss and grief of children with developmental disabilities (DD), even though this population experiences significant and multiple losses, increasing their vulnerability to negative outcomes. Addressing this gap in scholarship, this article explicates common losses and important grief-related challenges experienced by children with DD. An overview of practice guidelines is provided to enhance the efforts of school-based mental health professionals in supporting this vulnerable population.

Feeding Difficulties in Children With Eosinophilic Esophagitis

2010 ◽  
Vol 19 (3) ◽  
pp. 59-63 ◽  
Author(s):  
Glenn T. Furuta ◽  
Nancy Creskoff Maune ◽  
Angela Haas
Keyword(s):  
Developmental Disabilities ◽  
Eosinophilic Esophagitis ◽  
Gastrointestinal Diseases ◽  
Esophageal Mucosa ◽  
Food Refusal ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Feeding Difficulties ◽  
First Contact ◽  
Children With Developmental Disabilities

Eosinophilic esophagitis (EoE) is a recently recognized inflammatory disease that is characterized by upper intestinal symptoms and dense eosinophilia of the esophageal mucosa. Food refusal, dysphagia, and reduced volume and variety of intake are common symptoms associated with eosinophilic esophagitis in children (Furuta et al., 2007; Spergel, 2007). Accurate diagnosis of eosinophilic esophagitis is frequently missed as many of its features are similar to other gastrointestinal diseases (Aceves, Furuta, & Spechler, 2008). Oftentimes, before this diagnosis is made, a feeding specialist is the first contact for these children in response to their eating difficulties. Gastroenterologists, allergists, feeding specialists, dietitians, psychologists, and social workers are now collaborating to provide integrated, comprehensive care for optimal diagnosis and treatment of children with eosinophilic esophagitis. In the general population, feeding difficulties are present in 25% of typically developing children and in 75-80% of children with developmental disabilities (Eicher, 1997; Iwata, Riordan, Wohl, & Finney, 1982; Kedesky & Budd, 1998; Kerwin, Ahearn, Eicher, & Burd, 1995; Lefton-Greif & Arvedson, 2007). Although prevalence numbers for feeding issues in children with eosinophilic esophagitis are unknown, it is anticipated that the prevalence will fall closer to that of children with developmental disabilities.

scholarly journals Sleeping Patterns in Children with Developmental Disabilities

2021 ◽  
Vol 4 (1) ◽  
pp. 28-38
Keyword(s):  
Developmental Disabilities ◽  
Sleep Duration ◽  
Screen Time ◽  
Typically Developing ◽  
Sleep Patterns ◽  
Typically Developing Children ◽  
Outdoor Activities ◽  
Children With Asd ◽  
Children’S Sleep ◽  
Children With Developmental Disabilities

ntroduction: Sleep is one of the most important components of overall health. Children with developmental disabilities are at a higher risk of having sleep problems. Purpose: The goal of the present study is to compare sleep patterns of children with developmental disabilities with those of typically developing children. In particular, we examined whether children with an intellectual disability (ID), children with an autism spectrum disorder (ASD) and typically developing children differ in sleep duration, number of night’s waking, screen time (time spent on smartphones, tablets, TV), and outdoor activities. Methods: The sample for this study consisted of 114 children (34 children with ASD, 40 children with ID and 40 typically developing children) aged 2 to 14 years (mean age= 6.4 years, SD = 3.0). Information on children’s sleep patterns was obtained through an online survey completed by the parents of the children. We also collected information regarding the strategies parents use to settle their children for sleep, as well as information regarding screen time and outdoor activities. Results: The results of this study indicate that sleep duration was shortest for children with ID and longest for children without developmental disabilities. Another finding in this study is that screen time and not the outdoor activities was associated with sleep duration. Children with ASD were more likely to use melatonin to fall asleep, while the children with ID were more likely to use medications. Conclusion: Children with ID have shorter sleep duration than children with ASD and typically developing children. Parents have several cognitive and behavioural strategies at their disposal to improve their children’s sleep.

Providing Primary Prevention and School Mental Health Services to LGBTQ+ Children and Youth

2021 ◽  
pp. 661-680
Author(s):  
Elizabeth K. Rhoades
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Sexual Minority ◽  
Psychosocial Development ◽  
Health Professionals ◽  
Growth And Development ◽  
School Mental Health ◽  
Children And Youth ◽  
School Based ◽  
Healthy Growth

This chapter provides an overview of the difficulties facing LGBTQ+ youth in schools and their barriers to healthy psychosocial development. The risk and resiliency model is applied to these challenges, and specific risk factors and resiliency factors are explored. The focus is on means to foster healthy growth and development in sexual minority students through developing school-based programs and practices that have been proven to increase resiliency. The chapter provides specific strategies for school-based mental health professionals to use to increase resiliency in sexual minority youth through the application of school-wide policies and practices. Strategies for making such systemic changes and garnering support are also presented.

Students Responding to Natural Disasters and Terrorism

2012 ◽  
pp. 229-250
Author(s):  
Ryan P. Kilmer ◽  
Virginia Gil-Rivas ◽  
Steven J. Hardy
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
School Mental Health ◽  
School Setting ◽  
School Personnel ◽  
Emotional Needs ◽  
Cultural Considerations ◽  
School Based ◽  
The Impact

This chapter seeks to help teachers and school mental health professionals understand the needs of students who have faced a disaster or terrorism and identify strategies for school-based responses. The chapter provides an overview of the effects of these events on school children and youths, including relevant developmental and cultural considerations, and the impact on the school setting. Then, the discussion emphasizes recommendations for, and possible responses by, teachers, school-based mental health professionals, and administrators. Indeed, just as these traumas can affect multiple levels of school children’s lives, the needed response of school-based professionals can be framed as multi-level, ranging from curricular modification to interventions specifically targeting youngsters’ socio-emotional needs. The sections that follow seek to inform and guide responses for school personnel and provide clear, “actionable” recommendations.

Introduction

2020 ◽  
pp. 1-19
Author(s):  
Philip J. Lazarus ◽  
Shannon M. Suldo ◽  
Beth Doll
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Factor Model ◽  
Well Being ◽  
Health Service Delivery ◽  
Risk And Resilience ◽  
Whole Child ◽  
Mental Health Service Delivery ◽  
School Based

In this introduction, the authors discuss the purpose of this book, which is (a) to provide school-based mental health professionals with the knowledge and tools to help promote students’ emotional well-being and mental health, (b) to describe how to implement new models of mental health service delivery in schools, and (c) to prescribe practical strategies that bolster the likelihood that our youth will thrive in school and in life. The authors recommend conceptualizing student mental health through a dual-factor model that encompasses both promoting wellness and reducing pathology. They advocate for a change in educational priorities—one that supports the whole child, in mind, body, and spirit. They then discuss the prevalence of psychological distress in youth, risk and resilience research, the dual-factor model of mental health, happiness studies, new frameworks for the delivery of services, and the organization and structure of the text.

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