Children & Schools最新文献

The Dynamic Adaptation of the Journey of Hope: A School-Based Intervention to Support Pandemic and Disaster-Affected Children and Youth. 希望之旅 "的动态调整：支持受流行病和灾害影响的儿童和青少年的校本干预措施。

IF 1.2

Children & Schools Pub Date : 2024-08-30 eCollection Date: 2024-10-01 DOI: 10.1093/cs/cdae020

Tara Powell, Greta Wetzel, Jodi Berger Cardoso

{"title":"The Dynamic Adaptation of the Journey of Hope: A School-Based Intervention to Support Pandemic and Disaster-Affected Children and Youth.","authors":"Tara Powell, Greta Wetzel, Jodi Berger Cardoso","doi":"10.1093/cs/cdae020","DOIUrl":"10.1093/cs/cdae020","url":null,"abstract":"The Journey of Hope (JoH) is an evidence-based behavioral health prevention intervention model designed for disaster-affected children and youth. While the in-person JoH model has been extensively delivered and studied, the virtual implementation of this intervention, specifically tailored for the unique needs of children and youth during the COVID-19 pandemic, has not been previously explored. In this context, authors of this article adapted the JoH to a virtual delivery model, aiming to provide access to behavioral health preventive services for children and youth during the COVID-19 pandemic when in-person services were not feasible. This adaptation, utilizing the dynamic adaptation process (DAP) and community-based participatory research (CBPR) principles, was carefully designed to meet pandemic-related challenges while maintaining the core components of the original intervention. The primary objectives of this article are twofold: (1) to provide an overview of the theoretical and conceptual underpinnings of the JoH-C19, including the framework that guided the adaptation, and (2) to describe the virtually adapted curriculum and initial pilot of the JoH-C19. This adaptation represents a crucial step in ensuring the accessibility of virtual behavioral health interventions for young populations facing various collective traumas and challenges in a rapidly evolving world.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11450952/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142381818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Children & Schools 孩子们,学校

Children & Schools Pub Date : 2023-09-29 DOI: 10.1093/cs/cdad024

引用次数: 0

From Intent to Impact: Building University-Assisted Community Schools in New Mexico 从意图到影响:在新墨西哥州建立大学辅助社区学校

Children & Schools Pub Date : 2023-08-25 DOI: 10.1093/cs/cdad022

Stacy A Gherardi, David Greenberg

引用次数: 0

School-Based Postvention Services: Exploring the Perspectives of Students 以学校为本的延期服务:探索学生的观点

Children & Schools Pub Date : 2023-08-25 DOI: 10.1093/cs/cdad020

Rebecca G Mirick, Lawrence Berkowitz

{"title":"School-Based Postvention Services: Exploring the Perspectives of Students","authors":"Rebecca G Mirick, Lawrence Berkowitz","doi":"10.1093/cs/cdad020","DOIUrl":"https://doi.org/10.1093/cs/cdad020","url":null,"abstract":"Adolescent suicide is a public health issue with 15 percent of adolescents experiencing the suicide loss of a classmate, acquaintance, or friend. This article reports findings from an online survey of individuals (N = 40) who lost a peer to suicide in middle or high school. The most frequently provided school-based postvention responses were school counselors, outside grief counselors, education on depression and suicide, and assemblies. Participants identified the following student needs from schools following a student suicide death: genuineness and sincerity of response, easy-to-access supports, recognition that students need help and support, awareness that students have different needs following a death, opportunities for commemoration, and flexibility in terms of academic requirements and expectations. Implications for schools are discussed, including the importance of resources for teachers and other staff supporting students, a trauma-informed response, and the careful consideration of the balance of suicide prevention and grief. Most important, it is essential for schools to recognize the magnitude of the impact of a suicide death on students, and that students need help and support from the school.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134931517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Role of School Quality and Neighborhood Disadvantage in Educational Attainment: Do They Vary by Race? 学校质量和邻里劣势在教育成就中的作用：它们因种族而异吗？

IF 1.2

Children & Schools Pub Date : 2023-08-18 eCollection Date: 2023-10-01 DOI: 10.1093/cs/cdad016

Young Sun Joo, Youngmi Kim

{"title":"Role of School Quality and Neighborhood Disadvantage in Educational Attainment: Do They Vary by Race?","authors":"Young Sun Joo, Youngmi Kim","doi":"10.1093/cs/cdad016","DOIUrl":"10.1093/cs/cdad016","url":null,"abstract":"Schools and neighborhoods are adolescents' primary environments, and each has a significant influence on their academic success. The majority of studies on educational attainment have examined the impact of a single context-either the school or the neighborhood-suggesting mixed findings on school and neighborhood effects as well as potential disparities across racial groups. To address this gap, the present study examined the roles of school quality and neighborhood disadvantage on educational attainment for White and Black adolescents. This study used the National Longitudinal Study of Adolescent to Adult Health data collected from a nationally representative sample of U.S. adolescents, merging multiple data sources including in-home surveys, school administrator surveys, student-level educational records, and contextual data. Educational attainment was measured using college enrollment and graduation status. School quality was a significant predictor of college enrollment and graduation for both White and Black adolescents. Neighborhood disadvantage is significantly associated with college enrollment for both racial groups; however, college graduation is significant only for White adolescents. These findings suggest that improving school quality is particularly important for educational attainment regardless of racial background. The article concludes with a discussion on the differential roles of school quality and neighborhood disadvantage in relation to White and Black adolescents.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10541081/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41159522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Schools and Juvenile Treatment Drug Courts: A Case Study on Treatment Access through Collaboration and Advocacy 学校和青少年治疗毒品法庭:通过合作和倡导获得治疗的个案研究

Children & Schools Pub Date : 2023-08-08 DOI: 10.1093/cs/cdad019

Jennifer Smith Ramey, Fred Volk

{"title":"Schools and Juvenile Treatment Drug Courts: A Case Study on Treatment Access through Collaboration and Advocacy","authors":"Jennifer Smith Ramey, Fred Volk","doi":"10.1093/cs/cdad019","DOIUrl":"https://doi.org/10.1093/cs/cdad019","url":null,"abstract":"Abstract Adolescent substance use is typically addressed from the perspectives of school personnel (e.g., teachers, school counselors, social workers, and resource officers) who interact daily with students in school settings. Consequences of adolescent substance use in the schools may include suspension or expulsion and possible legal involvement. However, many adolescents do not have access to evidence-based treatment to address drug and alcohol use. Services are often not available or fragmented, resulting in poor compliance with treatment and inadequate treatment outcomes for youth. Cross-sector collaboration among schools, community behavioral health agencies, and juvenile court service units offers an opportunity to improve access to care and efficiency in delivering care to adolescents with drug and alcohol problems. Illuminated through a single case study, embedded substance use treatment in schools through partnerships with the court service unit and community behavioral health providers can increase access to care. Counselors and social workers play a key role in advocating for joint efforts to increase service access and improve treatment outcomes. Advocacy efforts may include participation and leadership in community coalitions, training and consultation in evidence-based practices, and seamless communication across all organizations that serve youth with substance use disorders.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135746692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Universal School-Based Screenings for Depression and Suicide: Identifying Students at Risk of Suicide 以学校为基础的抑郁和自杀的普遍筛查:识别有自杀风险的学生

Children & Schools Pub Date : 2023-02-28 DOI: 10.1093/cs/cdad003

Rebecca G Mirick, Larry Berkowitz, James McCauley, Joanna Bridger

{"title":"Universal School-Based Screenings for Depression and Suicide: Identifying Students at Risk of Suicide","authors":"Rebecca G Mirick, Larry Berkowitz, James McCauley, Joanna Bridger","doi":"10.1093/cs/cdad003","DOIUrl":"https://doi.org/10.1093/cs/cdad003","url":null,"abstract":"Abstract Schools have an important role to play in adolescent suicide prevention. This article describes universal screenings for depression and suicidality as one component of the Signs of Suicide (SOS) program in middle and high schools following the suicide death of a student in the past few years. Of the students screened (N = 7,429), 11.0 percent of youth were identified as at risk by the screening tool; 17.3 percent received a same-day secondary screen with a mental health professional. (Students without an at-risk screen could request a meeting with a mental health professional, so more students received secondary screenings than screened at risk.) Characteristics associated with an at-risk screen on the screening tool were identified. Girls were twice as likely to be identified as at risk than boys, and students exposed to a suicide death in the past year were 1.3 times more likely to have an at-risk screen. There was no difference in at-risk screens for middle versus high school students, but middle schoolers were more likely to receive a secondary screening due to help seeking from school staff. The article concludes with a discussion of the implications for school administrators at middle and high schools, including recommendations to screen with both a screening tool and an option to speak to an adult, strategies for planning for secondary screenings, and advantages to universal screening following the suicide death of a student.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135677424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing Inclusive High School Team Sports for Adolescents with Disabilities and Neurotypical Students in Underserved School Settings 在服务不足的学校环境中为残疾青少年和神经典型学生发展包容性的高中团队运动

Children & Schools Pub Date : 2023-02-28 DOI: 10.1093/cs/cdad002

Wade Clement, Stephanny F N Freeman

{"title":"Developing Inclusive High School Team Sports for Adolescents with Disabilities and Neurotypical Students in Underserved School Settings","authors":"Wade Clement, Stephanny F N Freeman","doi":"10.1093/cs/cdad002","DOIUrl":"https://doi.org/10.1093/cs/cdad002","url":null,"abstract":"Abstract The authors investigated the effects of a collaborative after-school inclusive sports program on adolescents with disabilities and neurotypical students in underserved high schools. The program brought together a large urban school district and a private after-school program to provide a service on the school site. The goals were to provide a truly integrated sports environment for adolescents with disabilities and to provide underrepresented minority students an opportunity to gain service learning, improved social–emotional development, and greater self-perceived impact. The project was feasible and indeed continued well beyond the evaluation period. Quantitative results indicated that the neurotypical adolescents felt they had an impact on improving the responsibility of their peer athlete, and they felt they had better perspective taking after participating. Descriptive comments indicated that the children with disabilities enjoyed participation and that this inclusive program may have provided an additional avenue for a subset of the population to engage more in the activities of their school. Program details are presented to encourage further research and replication.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135677425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Addressing Equity in Schools: Youth Participatory Action Research and Transformative Social and Emotional Learning during COVID-19 解决学校公平问题:2019冠状病毒病期间青年参与性行动研究和变革性社会和情感学习

IF 2

Children & Schools Pub Date : 2021-12-06 DOI: 10.1093/cs/cdab029

C. Owens, Annette H Johnson, Aubrey Thornton

引用次数: 5

Utilizing a Critical Race Theory Lens to Reduce Barriers to Social and Emotional Learning: A Call to Action 利用批判的种族理论镜头来减少社会和情感学习的障碍:行动呼吁

IF 2

Children & Schools Pub Date : 2021-12-02 DOI: 10.1093/cs/cdab026

B. S. McGee, Andrea F Germany, Regina L Phillips, Liza Barros-Lane

引用次数: 2