Mindfulness Group Work in the School Setting

2017 ◽  
pp. 154-177
Author(s):  
Ralph Cuseglio
Keyword(s):  
Group Work ◽  
School Setting

Beyond Teachers' Sight Lines: Using Video Modeling to Examine Peer Discourse

2008 ◽  
Vol 101 (6) ◽  
pp. 468-472
Author(s):  
Donna Kotsopoulos
Keyword(s):  
Discourse Analysis ◽  
Mathematics Education ◽  
Group Work ◽  
Video Modeling ◽  
Peer Group ◽  
School Setting ◽  
Interactional Sociolinguistics ◽  
Peer Communication ◽  
Peer Group Work ◽  
Education Discourse

The author describes her work in mathematics education discourse between student and peer and student and teacher. This article introduces readers to various examples of discourse analysis in mathematics education. Highlighted is interactional sociolinguistics, used in a present study to investigate peer discourse in a middle-school setting. Key findings from this study include the benefits of video modeling as a mechanism for fostering inclusive peer group work and the usefulness of video modeling as a tool for assessing peer communication. Implications for low performing students are discussed.

scholarly journals DEVELOPING CALF (CONTEXTUAL, ATTRACTIVE, LOGICAL, AND FUN) MEDIA TO TEACH READING FOR YOUNG LEARNERS

2017 ◽  
Vol 1 (2) ◽  
pp. 106
Author(s):  
N. W. S. Mahayanti
Keyword(s):  
Group Work ◽  
School Setting ◽  
Preliminary Observation ◽  
Teaching Reading ◽  
School Students ◽  
Work Activity ◽  
Young Learners ◽  
Library Research ◽  
The Media ◽  
D Model

This study aims at developing media for group work activity in teaching reading for elementary school students. It was conducted in SD 4 Kaliuntu located in Buleleng. Observation sheets, teacher questionnaires, students’ questionnaires, and rubric were used to gain the data. Sugiyono’s R&D model was employed as the research procedures. The data obtained were quantitatively and qualitatively analyzed. From the result, it was found that the media could be developed by conducting several procedures, such as preliminary observation, syllabus analysis, library research, media development, experts’ judgment, and field test. Through those procedures, excellent prototype media named CALF were designed. As the implication, group work could be done effectively in that school setting.

Solution-Focused Group Work for At-Promise Youth in School Counseling

2020 ◽  
pp. 117-133
Author(s):  
Jehan Hill ◽  
Sarah N. Baquet ◽  
Kathleen N. Muirhead
Keyword(s):  
School Counseling ◽  
Educational System ◽  
Group Work ◽  
Group Counseling ◽  
School Counselor ◽  
School Setting ◽  
Social Emotional ◽  
Group Setting ◽  
Solution Focused ◽  
Educational Pursuits

This chapter focuses on addressing the needs of at-promise youth within the educational system through a school counseling perspective. The authors of this chapter provide an overview of solution-focus counseling and how it can be implemented in a group setting to meet the unique needs of students who encounter barriers during their educational pursuits. The following sections are discussed in this chapter: resiliency language; meeting the needs of at-promise youth; elements of solution-focused counseling; application of solution-focused group strategies; addressing career, social/emotional, and academics in solution-focused group counseling; and provide a case example. This case example outlines how a school counselor may implement a solution-focused group when counseling at-promise youth within the school setting.

Group Work with School-Aged Children

2016 ◽  
Author(s):  
Craig Winston LeCroy ◽  
Jenny McCullough Cosgrove
Keyword(s):  
Cognitive Development ◽  
Violence Prevention ◽  
Social Workers ◽  
Group Work ◽  
Emotional Regulation ◽  
School Setting ◽  
Skills Training ◽  
School Social Workers ◽  
Emotional Maturity ◽  
School Aged Children

Research has shown groups are an efficient and effective modality for interventions with school-aged children. Psychoeducational and psychotherapeutic groups are frequently used to guide children in areas such as skills training, emotional regulation, violence prevention, and grief. There are key developmental questions to consider when working with children that take into consideration factors such as cognitive development and emotional maturity. Overall, groups can be an efficient and effective intervention in the school setting for use by school social workers.

Solution-Focused Group Work for At-Promise Youth in School Counseling

2021 ◽  
pp. 646-662
Author(s):  
Jehan Hill ◽  
Sarah N. Baquet ◽  
Kathleen N. Muirhead
Keyword(s):  
School Counseling ◽  
Educational System ◽  
Group Work ◽  
Group Counseling ◽  
School Counselor ◽  
School Setting ◽  
Social Emotional ◽  
Group Setting ◽  
Solution Focused ◽  
Educational Pursuits

This chapter focuses on addressing the needs of at-promise youth within the educational system through a school counseling perspective. The authors of this chapter provide an overview of solution-focus counseling and how it can be implemented in a group setting to meet the unique needs of students who encounter barriers during their educational pursuits. The following sections are discussed in this chapter: resiliency language; meeting the needs of at-promise youth; elements of solution-focused counseling; application of solution-focused group strategies; addressing career, social/emotional, and academics in solution-focused group counseling; and provide a case example. This case example outlines how a school counselor may implement a solution-focused group when counseling at-promise youth within the school setting.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

Mentoring as a Communication Coach in a Public School Setting

2012 ◽  
Vol 21 (3) ◽  
pp. 115-121
Author(s):  
Catherine George ◽  
Faye Warren
Keyword(s):  
Public School ◽  
Role Models ◽  
School Setting

Abstract People using speech generating devices face many challenges, one of which is the lack of role models. They seldom have the opportunity to meet and interact with other proficient SGD users. This article addresses key considerations for initiating an AAC mentoring position as a Communication Coach in a public school setting. Outcomes and considerations to facilitate the likelihood of success are discussed from both administrative and mentor perspectives.

Bilingual and Monolingual Students' Perceptions of the CSD Major: A Qualitative Study

2015 ◽  
Vol 18 (1) ◽  
pp. 16-31 ◽  
Author(s):  
Flora Keshishian ◽  
Rebecca Wiseheart
Keyword(s):  
Qualitative Study ◽  
Undergraduate Students ◽  
Critical Role ◽  
School Setting ◽  
The United States ◽  
Bilingual Students ◽  
Speech Language Pathology ◽  
Diverse Environment ◽  
Language Pathology ◽  
Areas Of Interest

There is a growing demand for bilingual services in speech-language pathology and audiology. To meet this growing demand, and given their critical role in the recruitment of more bilingual professionals, higher education institutions need to know more about bilingual students' impression of Communication Sciences and Disorders (CSD) as a major. The purpose of this qualitative study was to investigate bilingual and monolingual undergraduate students' perceptions of the CSD major. One hundred and twenty-two students from a large university located in a highly multicultural metropolitan area responded to four open-ended questions aimed at discovering students' major areas of interest (and disinterest) as well as their motivations for pursuing a degree in CSD. Consistent with similar reports conducted outside the United States, students from this culturally diverse environment indicated choosing the major for altruistic reasons. A large percentage of participants were motivated by a desire to work with children, but not in a school setting. Although 42% of the participants were bilingual, few indicated an interest in taking an additional course in bilingual studies. Implications of these findings as well as practical suggestions for the recruitment of bilingual students are discussed.

Taking Care of Children After Traumatic Brain Injury

2012 ◽  
Vol 13 (3) ◽  
pp. 79-86 ◽  
Author(s):  
Julie Haarbauer-Krupa
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Literature Review ◽  
School Setting ◽  
Leadership Role ◽  
Speech Language Pathologists ◽  
Educational Information ◽  
Taking Care

AbstractPurpose: The purpose of this article is to inform speech-language pathologists in the schools about issues related to the care of children with traumatic brain injury.Method: Literature review of characteristics, outcomes and issues related to the needs serving children.Results: Due to acquired changes in cognition, children with traumatic brain injury have unique needs in a school setting.Conclusions: Speech-Language Pathologists in the school can take a leadership role with taking care of children after a traumatic brain injury and coordination of medical and educational information.

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