The Delphi Process: Involving Parents of Children With Disabilities in Participatory Consensus Building

Educators recognize that parental participation is a critical factor in the success of children within a school setting. This is particularly true for parents who have children with disabilities or who are from a culturally or linguistically diverse background. However, reaching out to these families can be a difficult task even for the most empathetic and concerned educator. And while communicating directly with individual parents about their children’s academic and social welfare provides some degree of effective engagement and communication between them and the school, the parents often remain isolated from the concerns and thoughts of other parents who are in similar situations. The Delphi process described in this article creates a collaborative workspace that moves parents from being a “watcher” of school policy or school-based decisions to a “developer” of school policy or school-based decisions. The article outlines and illustrates the steps in the process and further elaborates through an ongoing commentary depicting the creation and implementation of a Delphi with the goal of better engagement with parents.

Download Full-text

What Messages Are Communicated to Children in Maltreatment Prevention Programs? Conclusions of a Scoping Review

Trauma Violence & Abuse ◽

10.1177/15248380211016012 ◽

2021 ◽

pp. 152483802110160

Author(s):

Noa Cohen ◽

Carmit Katz

Keyword(s):

Thematic Analysis ◽

Scoping Review ◽

Information Sources ◽

Prevention Programs ◽

Parental Participation ◽

Safety Skills ◽

School Based ◽

Prevention Messages ◽

Online Databases ◽

Refusal Strategies

There is a worldwide consensus that the prevention of child maltreatment (CM) is critical in promoting children’s safety. Furthermore, a significant part of the prevention efforts targets the children themselves. This scoping review aimed to map the characteristics of CM prevention programs that targeted children by examining studies that described the relevant implemented programs, published in peer-reviewed journals over the last decade. Thirty-one relevant manuscripts were identified from the online databases. The analysis, guided by scoping review guidelines, examined these programs in terms of content, context of delivery, and practitioners involved. A thematic analysis identified the key messages conveyed to the children. The findings showed that the vast majority of programs are school-based and focused on preventing child sexual abuse (CSA) with considerably less attention given to other forms of maltreatment. In addition, most programs did not promote active parental participation. The content descriptions of the CSA prevention programs revealed several common key messages that focused on children’s individual safety skills, specifically recognition, refusal strategies, and disclosure. The discussion addresses the concepts of blame and guilt as crucial to rethinking the CM prevention messages conveyed to children. Key conclusions that were drawn from the current scoping review highlight the need to better align prevention efforts and recent CM research. Additionally, ceiling effects in several studies indicated that children’s participation, as information sources and partners in program development, should be promoted, so that prevention efforts will meet their needs within their various relevant life contexts.

Download Full-text

Expectations and Assumptions: Examining the Influence of Staff Culture on a Novel School-Based Intervention to Enable Risky Play for Children with Disabilities

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18031008 ◽

2021 ◽

Vol 18 (3) ◽

pp. 1008

Author(s):

Patricia Grady-Dominguez ◽

Jo Ragen ◽

Julia Sterman ◽

Grace Spencer ◽

Paul Tranter ◽

...

Keyword(s):

Children With Disabilities ◽

Typically Developing ◽

School Based Intervention ◽

Staff Members ◽

Shared Beliefs ◽

School Based ◽

Risky Play ◽

Multiple Case ◽

Quantitative Results ◽

Cross Case Analysis

Risky play is challenging, exciting play with the possibility of physical, social, or emotional harm. Through risky play, children learn, develop, and experience wellbeing. Children with disabilities have fewer opportunities than their typically developing peers to engage in this beneficial type of play. Our team designed a novel, school-based intervention to address this disparity; however, our intervention yielded unexpected quantitative results. In the present study, we qualitatively examined divergent results at two of the five schools that participated in the intervention. Specifically, we aimed to explore how staff culture (i.e., shared beliefs, values, and practices) influenced the intervention. To explore this relationship, we employed a retrospective, qualitative, multiple case study. We used thematic analysis of evaluative interviews with staff members to elucidate the cultures at each school. Then, we used cross-case analysis to understand the relationships between aspects of staff culture and the intervention’s implementation and results. We found that staff cultures around play, risk, disability influenced the way, and the extent to which, staff were willing to let go and allowed children to engage in risky play. Adults’ beliefs about the purpose of play and recess, as well as their expectations for children with disabilities, particularly influenced the intervention. Furthermore, when the assumptions of the intervention and the staff culture did not align, the intervention could not succeed. The results of this study highlight the importance of (1) evaluating each schools’ unique staff culture before implementing play-focused interventions and (2) tailoring interventions to meet the needs of individual schools.

Download Full-text

An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism

Autism Research and Treatment ◽

10.1155/2011/589539 ◽

2011 ◽

Vol 2011 ◽

pp. 1-11 ◽

Cited By ~ 12

Author(s):

Carla Schmidt ◽

Janine P. Stichter ◽

Kristin Lierheimer ◽

Stephanie McGhee ◽

Karen V. O'Connor

Keyword(s):

Social Competence ◽

High Functioning Autism ◽

School Setting ◽

Future Research ◽

Expression Recognition ◽

High Functioning ◽

School Based ◽

The Social ◽

Future Research Directions ◽

The Impact

This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome (). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed.

Download Full-text

Students Responding to Natural Disasters and Terrorism

Supporting and Educating Traumatized Students ◽

10.1093/med:psych/9780199766529.003.0016 ◽

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.

Download Full-text

Cardiovascular Disorders

Pediatric Health Conditions in Schools ◽

10.1093/med-psych/9780190687281.003.0017 ◽

2019 ◽

pp. 309-326

Author(s):

Lyla E. Hampton ◽

Abigail C. Demianczyk ◽

Casey Hoffman

Keyword(s):

Quality Of Life ◽

Birth Defects ◽

Neurodevelopmental Disorders ◽

Congenital Heart ◽

Heart Defects ◽

School Setting ◽

The United States ◽

Intervention Strategies ◽

School Based

Congenital heart disease (CHD) is one of the most common birth defects in the United States, affecting approximately 1% of births per year, with most children surviving into adulthood. Despite improved survival, individuals with CHD remain at high risk for neurological, cognitive, and psychosocial challenges that affect quality of life across the lifespan and have specific implications for working with children with CHD in the school setting. This chapter describes several common complications of CHD, as well as acquired heart defects, that have implications for how children with the conditions present in the school setting. The chapter also provides information about common neurodevelopmental disorders associated with these medical conditions and the effects of the conditions on psychological adjustment and quality of life in children. Finally, the chapter concludes with a review of intervention strategies that school-based professionals may adopt when working with children with heart conditions.

Download Full-text

Neurodevelopmental Disorders Presenting in Early Childhood

Pediatric Health Conditions in Schools ◽

10.1093/med-psych/9780190687281.003.0014 ◽

2019 ◽

pp. 245-260

Author(s):

Jack Dempsey ◽

Amy K. Barton ◽

Allison G. Dempsey ◽

Stephanie Chapman

Keyword(s):

Early Childhood ◽

Cerebral Palsy ◽

Neurodevelopmental Disorders ◽

School Setting ◽

Intervention Strategies ◽

Medical Complications ◽

Medical Conditions ◽

School Based Intervention ◽

School Based ◽

Broad Overview

Neurodevelopmental disorders are a group of conditions that manifest in early childhood and are associated with differences in brain development. They are associated with difficulties with learning, movement, language, or social behaviors. This chapter provides school-based clinicians with a broad overview of neurodevelopmental disorders that present in early childhood, with a particular focus on those associated with specific underlying medical conditions. The reviewed medical conditions and complications include genetic and congenital anomalies, cerebral palsy, and preterm birth. For each of the varying medical complications and conditions, the chapter discusses the assessment and management of the associated neurodevelopmental difficulties, with a focus on applications for the school setting. The chapter ends with a broad overview of school-based intervention strategies and approaches that are commonly implemented when working with children with neurodevelopmental disorders.

Download Full-text

Conducting IPT-AST in Schools

Preventing Adolescent Depression ◽

10.1093/med:psych/9780190243180.003.0010 ◽

2016 ◽

pp. 136-143

Author(s):

Jami F. Young ◽

Laura Mufson ◽

Christie M. Schueler

Keyword(s):

Mental Health ◽

School Setting ◽

School Personnel ◽

Skills Training ◽

Interpersonal Psychotherapy ◽

Boards Of Education ◽

Depression Prevention ◽

School Settings ◽

School Based ◽

Mental Health Programs

This chapter discusses the delivery of Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) in school settings. The literature on school-based mental health programs is reviewed. Advantages of delivering preventive interventions in schools and challenges to implementation are outlined. These challenges include obtaining agreement from school personnel and boards of education; identifying personnel who will take the lead in implementing IPT-AST; identifying adolescents who will be appropriate for these services; explaining IPT-AST to adolescents and parents to engage them in the program; and managing logistical and scheduling issues within the schools. The authors discuss strategies to address the challenges of implementing this depression prevention program in a school setting.

Download Full-text

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 ◽

10.1136/bmjopen-2020-037848 ◽

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.

Download Full-text