scholarly journals Meeting the Needs of Students With Emotional and Behavioral Disorders During the COVID-19 School Closures

2022 ◽  
pp. 019874292110674
Author(s):  
Allison Bruhn ◽  
Youn-Jeng Choi ◽  
Sara McDaniel ◽  
Hannah Morris Mathews ◽  
Shanna Eisner Hirsch
Keyword(s):  
Behavioral Disorders ◽  
Service Providers ◽  
School Level ◽  
Individualized Education Programs ◽  
Social Emotional ◽  
School Closures ◽  
Response Strategies ◽  
Global Pandemic ◽  
Behavioral Needs ◽  
Related Service

The COVID-19 global pandemic left many educators making an emergency transition to remote instruction when schools were initially closed. Although this transition was likely difficult for most students, it may have been particularly difficult for students with emotional or behavioral disorders who have complex and resource-intensive social, emotional, and behavioral needs. The purpose of this study was to examine the extent to which special educators and related service providers felt they were able to meet those needs in the context of the pandemic occurring in the Spring of 2020. Results indicated respondents’ perceptions of their ability to meet students’ needs and implement their students’ individualized education programs (IEPs) were moderated by policies on remote instruction and students’ access to technology. In addition, respondents suggested district- and school-level response strategies, professional development on remote instruction, access to the internet at home, and additional technology would be helpful in future school closures. Implications and limitations are discussed.

scholarly journals A Survey of Educators Serving Students With Emotional and Behavioral Disorders During the Covid-19 Pandemic

2021 ◽  
pp. 019874292110167
Author(s):  
Shanna E. Hirsch ◽  
Allison L. Bruhn ◽  
Sara McDaniel ◽  
Hannah M. Mathews
Keyword(s):  
Behavioral Disorders ◽  
Service Providers ◽  
Emotional And Behavioral Disorders ◽  
School Psychologist ◽  
School Personnel ◽  
School Site ◽  
Communication Instruction ◽  
Related Service ◽  
K 12 ◽  
Assessment Strategies

In this descriptive study, we analyzed survey data regarding communication, instruction, and assessment strategies school personnel in K-12 settings reported using during the COVID-19 pandemic for students with emotional and behavioral disorders (EBD). Results indicate, whether instructional continuity was mandated or not, support personnel serving students with EBD reported using a variety of communication, instruction, and assessment strategies. Several strategies special educators reported using were significantly different than those provided by related service providers (e.g., school psychologist, counselor) during school site closures. Implications for future planning, policy, and research are discussed.

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

Domestic Violence and Sexual Assault Service Providers’ Perspectives on Nigerian Immigrants’ Domestic Violence Experiences

2020 ◽  
pp. 107780122095426
Author(s):  
Ijeoma Nwabuzor Ogbonnaya ◽  
Olufunmilayo Ibitola Fawole ◽  
Cynthia Fraga Rizo
Keyword(s):  
Domestic Violence ◽  
Law Enforcement ◽  
Sexual Assault ◽  
Support Groups ◽  
Service Providers ◽  
Support Needs ◽  
Service Needs ◽  
Nigerian Immigrants ◽  
Related Service ◽  
Controlling Behavior

We investigated 13 domestic violence (DV) and sexual assault agency directors’ perspectives regarding Nigerian immigrants’ experiences of violence, DV-related service needs, and best strategies for providing those needs. Directors across five U.S. states were surveyed. Descriptive analyses showed the most common DV types were controlling behavior and cultural/traditional. The most important DV support needs were informational, informal, and legal. Formal support from DV agencies, support groups, and law enforcement was rated the most helpful strategies. Participants wanted to learn more about Nigerian immigrants’ DV experiences. Findings highlight implications for the development of Nigerian-specific DV services.

Novel research on transition from child to adult mental health services in Europe: The MILESTONE project

2016 ◽  
Vol 33 (S1) ◽  
pp. S58-S59 ◽  
Author(s):  
H. Tuomainen ◽  
S.P. Singh ◽  
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Service Providers ◽  
Care Pathway ◽  
Controlled Trial ◽  
Ethical Challenges ◽  
Adult Mental Health ◽  
Related Service ◽  
Competing Interest

IntroductionCurrent service configuration of distinct Child and Adolescent Mental Health (CAMHS) and Adult Mental Health Services (AMHS) is considered the weakest link where the care pathway should be most robust. Transition-related discontinuity of care is a major health, socioeconomic and societal challenge for the EU.ObjectivesThe overall objective of the MILESTONE project is to improve transition from CAMHS to AMHS in diverse healthcare settings in Europe.AimsTo improve the understanding of current transition-related service characteristics, and processes, outcomes and experiences of transition from CAMHS to AMHS using a bespoke suite of measures; to explore the ethical challenges of providing appropriate care to young people as they move to adulthood; to test a model of managed transition in a cluster randomized controlled trial (cRCT) for improving health, social outcomes and transition to adult roles; and to develop training modules for clinicians and policy guidelines.MethodsData will be collected via systematic literature reviews; bespoke surveys to CAMHS professionals, experts and other stakeholders; focus groups with service providers and users and members of youth and mental health advocacy groups; and a longitudinal cohort study with a nested cRCT in eight EU countries (Belgium, Croatia, France, Germany, Ireland, Italy, Netherlands, UK) involving over 1000 CAMHS service users, their parents/carers, and clinicians, with assessments at baseline, 9, 18 and 27 months.ResultsFirst results are expected in 2016 with further major findings following in 2019.ConclusionsThe MILESTONE project will provide unprecedented information on the nature and magnitude of problems at the CAMHS-AMHS interface, and potential solutions to overcome these.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Primary schools and the amplification of social differences in child mental health: a population-based cohort study

2017 ◽  
Vol 72 (1) ◽  
pp. 27-33 ◽  
Author(s):  
Louise Marryat ◽  
Lucy Thompson ◽  
Helen Minnis ◽  
Philip Wilson
Keyword(s):  
Mental Health ◽  
Primary Schools ◽  
Demographic Data ◽  
Population Based ◽  
School Level ◽  
Social Emotional ◽  
Level Data ◽  
Mental Health Difficulties ◽  
Early Primary ◽  
Additional Support

BackgroundThis paper examines socioeconomic inequalities in mental health at school entry and explores changes in these inequalities over the first 3 years of school.MethodsThe study utilises routinely collected mental health data from education records and demographic data at ages 4 and 7 years, along with administrative school-level data. The study was set in preschool establishments and schools in Glasgow City, Scotland. Data were available on 4011 children (59.4%)at age 4 years, and 3166 of these children were followed at age 7 years (46.9% of the population). The main outcome measure was the teacher-rated Goodman’s Strengths and Difficulties Questionnaire (4–16 version) at age 7 years, which measures social, emotional and behavioural difficulties.ResultsChildren living in the most deprived area had higher levels of mental health difficulties at age 4 years, compared with their most affluent counterparts (7.3%vs4.1% with abnormal range scores). There was a more than threefold widening of this disparity over time, so that by the age of 7 years, children from the most deprived area quintile had rates of difficulties 3.5 times higher than their more affluent peers. Children’s demographic backgrounds strongly predicted their age 7 scores, although schools appeared to make a significant contribution to mental health trajectories.ConclusionsAdditional support to help children from disadvantaged backgrounds at preschool and in early primary school may help narrow inequalities. Children from disadvantaged backgrounds started school with a higher prevalence of mental health difficulties, compared with their more advantaged peers, and this disparity widened markedly over the first 3 years of school.

scholarly journals Wellness Constraints Among International University Students Transitioning Through Covid 19

2021 ◽  
Vol 58 (3) ◽  
pp. 3444-3456
Author(s):  
Mr J Dorasamy, Et. al.
Keyword(s):  
World Health Organization ◽  
Social Economic ◽  
World Health ◽  
Social Emotional ◽  
Global Pandemic ◽  
Rapid Spread ◽  
The World ◽  
International University ◽  
Novel Coronavirus ◽  
Health Organization

The World Health Organization (Who) In March 2020 Declared Covid 19 A Pandemic, Due To The  Global And Rapid Spread Of A Novel Coronavirus (Who, 2020). The Covid 19 Pandemic Being Highly Infectious And Unpredictable, Has  Disrupted  Social, Economic, Environmental And Political Spheres Of Life. Globally, People Have Ventured Into A “Lockdown World”, Increasing Uncertainty About Their Future Amidst The Covid 19 Pandemic. As A Result Of The Pandemic, Social Alteration Has Taken The Form Of Social Distancing, Self-Isolation And Self-Quarantine.  Many Were Unprepared For The Shift From The “Normal”, Propelling  Undue  Stress Under The New Normal Way Of Doing Things During The Current Global Pandemic Crisis. This Has Been Accompanied By Social, Emotional And Mental Effects, As The Ongoing And Fluid Nature Of The Pandemic Has Created Uncertainty For Many People. The Covid 19 Pandemic, As A Multidimensional Stressor Affecting Wellbeing, Has Affected Individuals, Families, Educational, Occupational, And Broader Societal Systems.  

scholarly journals Narrating Parents/Guardians’ Experiences: Advocating for Students on Individualized Education Programs

2021 ◽  
Author(s):  
◽  
Catherine McPeck Slepski
Keyword(s):  
Educational Experiences ◽  
Sixth Grade ◽  
School Experiences ◽  
Individualized Education Programs ◽  
School Closures ◽  
Self Perceptions ◽  
Narrative Methodology ◽  
Research Questions ◽  
Iep Process ◽  
First Interview

The purpose of this study was to uncover the narratives of parents/guardians with students on IEPs to determine their needs and perceptions about the IEP process. The goal of this study was to answer three research questions: 1) How do parents/guardians’ educational experiences affect their ability to navigate the educational system for their child?, 2) What supports are needed by parents/guardians of students with IEPs to support/advocate for their child’s education?, and 3) What are parents/guardians' self-perceptions about their abilities to advocate for their students on IEPs? The researcher developed a narrative methodology design that involved interviewing participants who are parents or guardians of students currently on IEPs in in kindergarten to sixth grade. Participants in the study were mothers with at least one student on an IEP. They participated in two interviews between February and December 2020. Interviews took place during the COVID-19 pandemic that led to school closures. With the exception of the first interview with Participant 1, all interviews occurred after the school closures. This had some effect on the responses of participants and may have affected the conclusions made. Through the interviews, participants shared their personal school experiences as well as their experiences with the IEP process. The researcher determined the correlation between parents/guardians’ education and their experience with the IEP process, what supports are desired by parents/guardians when working through the IEP process, and what parents/guardians' perceptions of the process are. Parents/guardians’ overall were content with the IEP process as an overall system, but participants did share their struggles with the process and supports they wanted from their students’ schools.

Port, maritime and hinterland development in Southeast Asia

2014 ◽  
Author(s):  
Muhammad Subhan ◽  
Sabariah Yaakub ◽  
Ahmad Bashawir Abdul Ghani
Keyword(s):  
Southeast Asia ◽  
Service Providers ◽  
Decision Makers ◽  
Government Officials ◽  
Extensive Experience ◽  
The Public ◽  
Port Authorities ◽  
Maritime Studies ◽  
Diverse Backgrounds ◽  
Related Service

This book addresses myriad of issues and challenges in the field of port, maritime and hinterland development in Southeast Asia from multidisciplinary perspectives.Instead of focusing on only certain aspects of the maritime discipline, the book presents a range of different viewpoint from business and management, historical development, geography, law, and others.Although the book is made in the form of an edited book, readers will benefit and gain knowledge on many important issues in the field of port, maritime and hinterland development in Southeast Asia. This book will also be beneficial to all parties in this area, including policy and decision makers, government officials, port authorities, port operators or terminal operators, maritime-related service providers such as freight forwarders in port, ship agents, navigation officers, customs brokers, stevedores and other port users, shippers, passengers, and carriers.This book is also catered for those involved in maritime research or students who take maritime subject, or to the public who are interested in maritime issues.The contributors of this book are experts from diverse backgrounds with extensive experience in the fields of port, maritime and hinterland development.This is because we believe that maritime studies are intertwined with many aspects of life from environmental management to disputes at the sea, which will affect the maritime trade industry.Hence, issues in this book are also various.However, the emphasis is on the development of port, maritime and hinterland sector in Southeast Asia.

Do learning organizations learn? Higher education institutions and pandemic response strategies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael T. Miller
Keyword(s):  
Higher Education ◽  
Organizational Behavior ◽  
Structural Changes ◽  
Higher Education Institutions ◽  
Well Being ◽  
Content Type ◽  
Institutional Leadership ◽  
Response Strategies ◽  
Global Pandemic ◽  
The Usa

Purpose This study was designed to address the problem of how higher education institutions, as organizations designed to promote learning, responded to the COVID pandemic and the suspension of in-person instruction. The purpose of this paper was specifically to explore how institutions go about learning from the pandemic to better prepare themselves for the future that they will face. Design/methodology/approach A researcher-developed survey instrument was distributed electronically to 300 faculty leaders at randomly selected universities in the USA. With three follow-up e-mail requests, the survey had a 31% usable response rate. Findings Survey results indicated that institutional leadership did not make strong use of shared governance in responding to the COVID pandemic in creating operational response strategies. Further, institutions did not alter their policies or make structural changes to be more adept in facing the challenges of a global pandemic and its impact on the financial well-being of the institutions. Although institutions did make changes to their attitudes about students, these were not developmental changes but rather behavioral modification expectations. Originality/value This study drew upon data collected after the first three months of the global COVID pandemic, providing an important first-look at organizational behavior in response to a largely unplanned global event.

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