Child Neglect

2020 ◽  
pp. 136-162
Author(s):  
Stephen Oluwaseun Emmanuel
Keyword(s):  
School Counselors ◽  
School System ◽  
Child Neglect ◽  
Roles And Responsibilities ◽  
Assessment And Treatment ◽  
Child Centered ◽  
Neglected Children

This chapter provides a groundwork for school counselors. It amplifies their roles and responsibilities to neglected children and also discusses the issues that should be considered in the assessment and treatment of neglected children and their families. The chapter provides professional guides to therapists who specialize in the treatment of neglected children and school counselors who meet with the neglected children occasionally. The methodology adopted for the assessment and treatment of neglect in this chapter is child-centered, family-focused, and culturally receptive. The author posits that dealing with child neglect will be more effective when school counselors leave the four walls of the school to provide support for neglect children and thus integrating them into the school system.

Child Neglect

2021 ◽  
pp. 23-43
Author(s):  
Stephen Oluwaseun Emmanuel
Keyword(s):  
School Counselors ◽  
School System ◽  
Child Neglect ◽  
Roles And Responsibilities ◽  
Assessment And Treatment ◽  
Child Centered ◽  
Neglected Children

This chapter provides a groundwork for school counselors. It amplifies their roles and responsibilities to neglected children and also discusses the issues that should be considered in the assessment and treatment of neglected children and their families. The chapter provides professional guides to therapists who specialize in the treatment of neglected children and school counselors who meet with the neglected children occasionally. The methodology adopted for the assessment and treatment of neglect in this chapter is child-centered, family-focused, and culturally receptive. The author posits that dealing with child neglect will be more effective when school counselors leave the four walls of the school to provide support for neglect children and thus integrating them into the school system.

Students with Anxiety: Implications for Professional School Counselors

2012 ◽  
Vol 16 (2_suppl) ◽  
pp. 2156759X1201600 ◽  
Author(s):  
E. Heather Thompson ◽  
Phyllis Robertson ◽  
Russ Curtis ◽  
Melodie H. Frick
Keyword(s):  
Mental Health ◽  
Career Development ◽  
Anxiety Disorders ◽  
School Counselors ◽  
School Environment ◽  
Professional School ◽  
Evidence Based ◽  
Health Concerns ◽  
Assessment And Treatment ◽  
Professional School Counselors

Anxiety is one of the most pervasive mental health concerns affecting students, yet a significant number of students with anxiety disorders remain underserved. If left untreated, anxiety can hinder students' personal/social, academic, and career development. The purpose of this article is to provide professional school counselors with helpful information about the etiology of anxiety disorders and brief, evidence-based prevention and intervention options. The authors discuss specific recommendations for the identification, assessment, and treatment of anxiety that fit within the unique school environment.

CHRONIC AND ACUTE NEGLECTED CHILDREN: PSYCHOLOGICAL VARIABLES

1998 ◽  
Vol 26 (2) ◽  
pp. 175-180 ◽  
Author(s):  
Peter O. Peretti ◽  
Kelly Early ◽  
Jeannette Chmura
Keyword(s):  
United States ◽  
Child Abuse ◽  
Child Neglect ◽  
The United States ◽  
Psychological Variables ◽  
Neglected Children

Reports on child abuse, and, in particular, the abuse cases involving some form of child neglect, have recently indicated a large increase in the United States. The present study was conducted to determine: (1) specific psychological variables of chronic and acute neglected children, and (2) a comparison of similarities and/or differences of each. Results suggested five of the most frequently stated variables of both S groups, and similarities or significant differences between them by S status.

Staying Normal in an Abnormal Corner of the World: Mental Health Counseling in Israel

2005 ◽  
Vol 27 (3) ◽  
pp. 238-248 ◽  
Author(s):  
Moshe Israelashvili
Keyword(s):  
Mental Health ◽  
Risk Factor ◽  
School Counselors ◽  
Social Cohesion ◽  
School System ◽  
Mental Health Counseling ◽  
Terrorist Attacks ◽  
Health Counseling ◽  
The World ◽  
Intercultural Conflicts

In the course of the last four years, Israeli citizens have repeatedly been exposed to terrorist attacks, and there are several other issues in Israel's current situation that highlight the need for intensive mental health counseling. The article focuses on Israeli school counselors and describes some of the problems they were obliged to face in order to help schoolchildren, their families, or the entire school system stay normal in an abnormal situation. These issues include: death and mourning, social cohesion as a risk factor, immigrants' maladjustment, unemployment, intercultural conflicts, and spiritual debates. Implications for mental health counseling are offered.

scholarly journals School Counselors’ Leadership Role in Creating a Collaborative School Climate for Linguistically Diverse Students

2021 ◽  
Vol 10 (6) ◽  
pp. 7
Author(s):  
Nadire Gulcin Yildiz
Keyword(s):  
School Climate ◽  
School Counselors ◽  
School System ◽  
School Counselor ◽  
Critical Role ◽  
Linguistically Diverse ◽  
School Community ◽  
Leadership Role ◽  
Diverse Students ◽  
Linguistically Diverse Students

School systems are increasingly diverse communities, with a broadening diversity of students and staff alike. School counselors play a critical role in creating a welcoming school climate within the school community. As a catalyst for change within the school system, school counselors can create an effective community partnership culture for schools and families that is collaborative and welcoming for all. This article will discuss the importance of creating a collaborative school climate for linguistically diverse students (LDS) in order to promote their overall well-being and school achievement. With this objective in mind, a review of the literature on school counselor’s leadership role within the school community will be discussed, before embarking on an investigation into the effectiveness of counselors as agents of systemic change in facilitating engagement. A discussion of school counselors’ role in creating a welcoming school climate towards LDS within the school and school community could pave the way for a more positive organizational culture. Using a systemic approach, which aims to generate greater understanding and awareness, school counselors have the power to play a critical role in the transformation of the school system, especially for students from diverse backgrounds (Aydin, 2011; McCall-Perez, 2000; Schwallie-Giddis, Anstrom, Sanchez, Sardi, & Granato, 2004).

scholarly journals How do they do it? : perspectives on being an educational assistant in an Ontario classroom

2021 ◽  
Author(s):  
Patricia Marie Hodgson
Keyword(s):  
Qualitative Study ◽  
School System ◽  
Power Structure ◽  
Major Influence ◽  
Complex Nature ◽  
Theory Approach ◽  
Roles And Responsibilities ◽  
Educational Assistants ◽  
Grounded Theory Approach

This qualitative study examined the roles and responsibilities of educational assistants from their own perspectives. Five educational assistants kept written journals and each participant was interviewed once. Findings were interpreted through a critical lens which allowed an examination of the relationships within the hierarchical power structure of the school system and where the educational assistants were situated. A grounded theory approach explained the factors which influenced the perspectives of the participants on being an educational assistant in an Ontario classroom. These factors were identified and organized in five major categories: 1) roles and responsibilities, 2) relationships, 3) communication, 4) changes, and 5) training. The interrelationships between these categories highlighted the complex nature of the role of the educational assistant. This study concluded that relationships and communication had a major influence on the perspectives of the educational assistants.

scholarly journals Tinjauan Yuridis Terhadap Pelaku Penelantaran Anak Berdasarkan Undang-undang Perlindungan Anak

2021 ◽  
Vol 2 (3) ◽  
pp. 542-546
Author(s):  
I Putu Gede Fajar Riski Andika ◽  
I Nyoman Gede Sugiartha ◽  
Luh Putu Suryani
Keyword(s):  
Child Neglect ◽  
Legal Protection ◽  
Secondary Data ◽  
Data Sources ◽  
Legal Norms ◽  
Criminal Sanctions ◽  
Neglected Children ◽  
Recording Techniques

Child neglect is a phenomenon that often occurs in society which means that adults fail to take responsibility for providing various needs or adequate needs for the child. This can be seen from the needs such as clothing, food, shelter, education to the health of the child himself. This study aims to examine the legal protection of children who are victims of neglect and uncover criminal sanctions against perpetrators of neglect of children. This study uses a normative method considering that there is still a lack of legal norms, with a legislative approach. The data sources used are primary and secondary data obtained through library or recording techniques. After the data is collected, it is then processed descriptively qualitatively. Legal protection for neglected children is a right for every citizen, especially children, which can be divided into preventive and repressive protection. Law Number 35 of 2014, regulates various matters relating to the protection of children about what is prohibited until the sanctions in Article 76B contain that all forms of exploitation such as neglect and involving children in bad or wrong conditions can be subject to the threat of punishment as stated in Article 77B sentenced to imprisonment for 5 years or a fine of up to IDR 100,000,000.

Revealing School Counselors’ Perspectives on Using Physical Activity and Consulting with Coaches

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1.
Author(s):  
Laura Hayden ◽  
Meghan Ray Silva ◽  
Kaitlin Gould
Keyword(s):  
Physical Activity ◽  
School Counselors ◽  
School System ◽  
Life Skills ◽  
Socioemotional Development ◽  
Asca National Model ◽  
School Based ◽  
National Model ◽  
Consultative Process ◽  
Practical Implications

This study reveals school counselors’ perspectives on using physical activity and a consultative process with coaches to provide school-based support for youth. Emerging from this exploration are ways that school-based physical activity might be used to help students develop life skills and to remove barriers to systemic integration of socioemotional development through physical activity into the school system. Practical implications focus on system-based change and collaborative opportunities using the ASCA National Model.

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