Parents’ Perspectives on Homelessness And Its Effects on The Educational Development of Their Children

2003 ◽  
Vol 19 (1) ◽  
pp. 43-50 ◽  
Author(s):  
Rita I. Morris ◽  
Rachael A. Butt
Keyword(s):  
Educational Development ◽  
School Personnel ◽  
School Nurses ◽  
Study Data ◽  
School Age Children ◽  
School Age ◽  
Homeless Families ◽  
Parental Responsibility ◽  
Multiple Factors ◽  
Semistructured Interviews

This qualitative study explored parents’ perceptions of how their homelessness affected the development and academic achievement of their children. Grounded theory with symbolic interactionism was the framework for this study. Data were collected through semistructured interviews with 34 homeless families in a variety of settings. Multiple factors were found, including unstable relationships, abuse and violence, abdication of parental responsibility, poor parenting models, and resilient children. The findings present a case for supportive educational services for homeless school-age children. School nurses play a dual role. They can ensure that school personnel and resource providers understand the culture of homelessness, and they can develop and implement innovative programs for parents and school personnel to help homeless children.

Young Adults’ Perspectives of Childhood Food Allergies: Implications for School Nurses

2021 ◽  
pp. 105984052110190
Author(s):  
Abigail Anderson ◽  
Elizabeth M. Combs ◽  
Sheila Hurst ◽  
Cynthia F. Corbett
Keyword(s):  
Young Adults ◽  
South Carolina ◽  
School Nurses ◽  
Food Allergies ◽  
School Age Children ◽  
School Age ◽  
University Of South Carolina ◽  
Social Lives ◽  
Qualitative Descriptive ◽  
The University

The primary goal of this study was to examine young adults’ perspectives about the effects of their food allergies (FAs) on their social lives from school-age to young adulthood. Young adults aged 18–21 ( n = 10) at the University of South Carolina were interviewed. A qualitative descriptive method to find themes and commonalities from transcribed interviews was used for data analysis. Identified themes were (1) feeling different and being isolated, (2) strategies for managing feeling different and being isolated, (3) strategies for managing safety, and (4) acceptance of myself and by others. School-age children attributed the school lunch allergy table as contributing to social isolation. Additionally, participants described feeling different and concerns about safety. Strategies to mitigate those experiences were identified by participants. Implications for children with FAs, their parents, school nurses, and other education and health professionals who work with children are presented.

School Nurses’ Experiences, Concerns, and Knowledge of Growth Disorders in Children: Development of a Monograph

2002 ◽  
Vol 18 (1) ◽  
pp. 25-32 ◽  
Author(s):  
Janet K. Williams ◽  
Ann Marie McCarthy ◽  
Helga Bragadottir ◽  
David Reed
Keyword(s):  
Health Care ◽  
Psychosocial Adjustment ◽  
Behavioral Problems ◽  
School Personnel ◽  
School Nurses ◽  
School Age Children ◽  
Growth Disorders ◽  
Care Plans ◽  
Growth Assessment ◽  
Nurses Knowledge

Growth disorders may be associated with difficult psychosocial adjustment, learning problems, and specific health risks. Appropriate school health programming relies on school nurses who are skilled in growth assessment, management of psychosocial and behavioral problems, and effective communication with school personnel, children, families, and health care resources. A monograph and model individualized healthcare plans were developed for growth disorders in school-age children as an educational resource for school nurses. Knowledge of growth disorders among nurses receiving the monograph was evaluated in a random sample of 336 school nurses, members of the National Association of School Nurses. Knowledge of growth assessment and individualized health care plans for children with specific growth disorders was significantly higher in the group of school nurses who received the monograph. Specific obstacles to implementing school-based health care for children with growth disorders are discussed.

Long COVID—The New “Invisible” Illness: How School Nurses Can Support the Nursing and Educational Teams for Student Success

2021 ◽  
pp. 1942602X2110594
Author(s):  
Megan Roesler ◽  
Patricia Fato ◽  
Barbara Obst
Keyword(s):  
School Nurses ◽  
School Age Children ◽  
Return To School ◽  
School Age ◽  
Long Term Effects ◽  
Persistent Symptoms ◽  
School Based ◽  
School Based Interventions ◽  
The Waves

School-age children are not immune to COVID-19 or the pronounced and persistent symptoms associated with a long-COVID diagnosis. Students may present with a variety of symptoms affecting their physical, cognitive, and mental health. The school community should be educated on the school-based interventions and recommendations for creating an individualized safe and successful return to school plan. As we await approval for vaccinations in school-age children younger than 12 years and continue to reposition ourselves to the waves of this pandemic and new variants of the virus, understanding the medical and educational long-term effects on our students may be a long-term need.

scholarly journals Management of food allergy in the school setting

2020 ◽  
Vol 2 (1) ◽  
pp. 104-107
Author(s):  
Christina M. Huddleston ◽  
Kirsten M. Kloepfer ◽  
Jay J. Jin ◽  
Girish V. Vitalpur
Keyword(s):  
Food Allergy ◽  
Learning Environment ◽  
Safety Concern ◽  
School Personnel ◽  
Primary Care Providers ◽  
Food Allergies ◽  
School Age Children ◽  
School Age ◽  
Care Providers ◽  
Care Plans

Food allergy is a growing health and safety concern that affects up to 8% of school-age children. Because children spend a significant part of their day in school, and the overall number of school-age children with food allergy has been increasing, management of food allergies relies on the collaboration of allergists, families, and schools to treat and prevent acute allergic reactions. For schools, this involves policies centered on food allergen avoidance, preparedness with epinephrine autoinjectors, adequate school personnel training, and accommodations for an equal opportunity learning environment. Partnerships with allergists, primary care providers, students, families, school nurses, and school staff are vital for creating individualized and effective care plans that will allow all children, including those with food allergies, a safe and nurturing learning environment.

scholarly journals SURVEY OF FLOOD DISASTER PREPAREDNESS AMONG SCHOOL-AGE CHILDREN AT KEMIRI VILLAGE, PANTI DISTRICT, JEMBER

2017 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Latifa Aini Susumaningrum ◽  
Yerry Pristiwandono
Keyword(s):  
Natural Disaster ◽  
Disaster Preparedness ◽  
Flash Flood ◽  
Univariate Analysis ◽  
Simple Random Sampling ◽  
Active Role ◽  
Study Data ◽  
Flood Disaster ◽  
School Age Children ◽  
School Age

School-age children as one of population play an important role in flood natural disaster preparedness. The occurrence of flood natural disaster in Kemiri village of Panti gave both material and immaterial impacts. Flood natural disaster preparedness that can be carried out independently by the community can help empower the community independently or jointly reduce its impact. This research was a descriptive explorative research that aimed to determine the ability of school-age children about preparing themselves in the preparedness of natural flood disasters. The sample was taken by simple random sampling with 75 school age children participated in this study. Data were collected by using flood disaster preparedness questionnaire and analyzed with univariate analysis in percentage form. The results obtained that school-age children were still lacking in the 7 indicators of preparedness toward natural flash flood disaster. It was shown from each indicator that majority of children still do not have the ability toward flood natural disaster preparedness. School-age children as part of a community need to get a disaster preparedness skill that will help them take an active role in the communinity including at home and school.

COMMITTEE ON SCHOOL HEALTH

PEDIATRICS ◽  
1959 ◽  
Vol 24 (4) ◽  
pp. 672-682
Keyword(s):  
Public Health ◽  
School Health ◽  
Health Program ◽  
Large City ◽  
School Personnel ◽  
School Age Children ◽  
School Age ◽  
Small Community ◽  
Private Physician ◽  
Optimal Health

THIS REPORT has been prepared primarily for the information and guidance of those physicians interested in matters of school health. Many physicians are perplexed by the subject of "school health." A better term, perhaps, is "health program for school age children." It emphasizes that "school health" is but part of an over-all planning for child health, which begins with birth (or prenatal life) and continues through the school years. The private physician surrenders none of his responsibility for the child's health when the child enters school. Instead, the school joins him and the parent as a third party interested in the child's health. The health of the child of school age is influenced by the teaching and environment of his school, by the program of public health in the community and by the direct services he receives. It is important that physicians, school personnel and public health authorities co-ordinate their activities by co-operative planning if the health program is to be successful. The private physician, who has been the medical adviser to the child during his preschool years, should play an important role in this co-operative activity of adjusting the child to the school environment. Not only should the child enter school in optimal health, but he should continue in optimal health throughout his school years. His good health is basically his parents' responsibility. The parents can be helped where and when necessary by a properly organized "health program for school age children." These programs vary greatly in how they are managed. The facilities and problems of a large city school system obviously will differ from those in a small community or rural area.

What Constitutes a Multidimensional Treatment Approach for School-Age Children Who Stutter?

2018 ◽  
Vol 39 (04) ◽  
pp. 333-341 ◽  
Author(s):  
Lynne Shields
Keyword(s):  
Treatment Approach ◽  
School Age Children ◽  
School Age ◽  
Multiple Factors ◽  
The Past

AbstractResearch over the past several decades supports the view that stuttering is a complex and multidimensional disorder. Given the multiple factors that contribute to the development and persistence of stuttering, it follows that, for many children who stutter, treatment focused solely on the motor aspects of speech may be insufficient to help them successfully manage their stuttering. A complete assessment includes identifying all of the dimensions of the disorder that are relevant to a particular child. Likewise, treatment is best viewed as multidimensional, with the clinician developing a set of goals that address the relevant aspects of stuttering and communication. Such an approach leads to greater success for children who stutter with the end result being speakers who communicate openly and effectively.

Perceptions of School Nurses Regarding Obesity in School-Age Children

2005 ◽  
Vol 21 (2) ◽  
pp. 86-93 ◽  
Author(s):  
Pamela Moyers ◽  
Linda Bugle ◽  
Elaine Jackson
Keyword(s):  
Public Schools ◽  
Childhood Obesity ◽  
Parental Support ◽  
School Setting ◽  
Active Role ◽  
School Nurses ◽  
School Age Children ◽  
School Age ◽  
Congressional District ◽  
Perceptions Of School

Obesity is epidemic in the nation’s school-age population with African American and Hispanic children and adolescents specifically at risk. School nurses at elementary and middle public schools in the Missouri 8th Congressional District were surveyed regarding their perceptions of childhood obesity. School nurses supported preventive interventions and were knowledgeable of the risks of childhood obesity but were less accepting of treatment and counseling for obese children in the school setting. One third of the school nurses did not recommend treatment for weight loss, and half of the nurses provided overweight children with counseling and referral only when parents asked for help. Perceptions of school nurses regarding childhood obesity identified in this study included the following: (a) counseling for obesity is difficult, (b) parental support is lacking, and (c) competence in providing counseling is low. These perceptions are barriers to school nurses taking a more active role in the prevention and treatment of childhood obesity.

Using Focus Groups for Program Planning and Evaluation

2008 ◽  
Vol 24 (2) ◽  
pp. 71-82 ◽  
Author(s):  
Tami H. Wyatt ◽  
Patricia B. Krauskopf ◽  
Rachel Davidson
Keyword(s):  
Focus Groups ◽  
Health Care Professionals ◽  
Program Planning ◽  
School Nurses ◽  
School Age Children ◽  
School Age ◽  
Program Planning And Evaluation ◽  
Health Related ◽  
Pros And Cons ◽  
Planning Development

School nurses often find themselves developing health-related programs for children and adolescents. One way to create compelling and interesting programs that meet the needs of students is to include them in the planning, development, and evaluation of such programs through focus groups. Children provide a perspective about their particular needs, interests, and understandings that cannot be obtained from adults or health care professionals. When children take part in program planning, the programs become more appealing to children because of the feedback from their perspective. This article describes ways focus groups can be used to examine the effectiveness and usability of health-related programs. Included is a discussion of the pros and cons of using focus groups with school-age children for planning and evaluating programs and guidelines for conducting focus groups.

School Nurses on the Front Lines of Healthcare: Red Flags and Red Herrings: Improving the Recognition of Bruises and Burns Associated With Physical Abuse in School-Age Children

2020 ◽  
Vol 36 (1) ◽  
pp. 32-38
Author(s):  
Christy Lucas ◽  
Kathryn R. Crowell ◽  
Robert P. Olympia
Keyword(s):  
Child Abuse ◽  
Physical Abuse ◽  
School Nurses ◽  
School Age Children ◽  
School Age ◽  
Red Flags ◽  
Children At Risk ◽  
Injury Patterns ◽  
Physical Child Abuse ◽  
Serious Injury

Through a series of case scenarios, this article describes the assessment and management of suspected physical child abuse presenting as bruises and burns. Although it is not uncommon for school-age children to have accidental injuries, recognizing patterns associated with physical child abuse and understanding red flags for abuse is vital. Failure to recognize injury patterns suspicious for physical child abuse, and thus failure to intervene appropriately, may leave children at risk for more serious injury or death.

Sign in / Sign up

Export Citation Format

Share Document