Children & Schools最新文献_第4页

Developing Justice Scholars: A Social Justice Intervention to Support Educational Equity for Urban-Residing Students 发展正义学者:支持城市学生教育公平的社会正义干预

IF 2

Children & Schools Pub Date : 2021-03-25 DOI: 10.1093/CS/CDAA030

Esohe R. Osai, James P. Huguley, Michael Giazzoni, J. Wallace

引用次数: 1

Social Workers as School Administrators: A New Approach to the U.S. Public Education System 作为学校管理者的社会工作者：美国公共教育体系的新视角

IF 2

Children & Schools Pub Date : 2021-03-25 DOI: 10.1093/CS/CDAA029

K. Lige

引用次数: 0

Witnesses in Cyberbullying: Roles and Dilemmas 网络欺凌中的目击者:角色和困境

IF 2

Children & Schools Pub Date : 2021-03-25 DOI: 10.1093/CS/CDAA027

D. Pepler, F. Mishna, Jeremy Doucet, Melanie Lameiro

引用次数: 5

Social and Emotional Learning Group Work during the COVID-19 Pandemic, the Reopening, and the Mobilization for Racial Justice 新冠肺炎大流行、重新开放和种族正义动员期间的社会和情感学习小组工作

IF 2

Children & Schools Pub Date : 2021-03-20 DOI: 10.1093/cs/cdab002

Kevin Y. L. Tan, K. Wegmann, Roxanne Patino, Beth Hand, Janice Mitchell, Kate Moser

{"title":"Social and Emotional Learning Group Work during the COVID-19 Pandemic, the Reopening, and the Mobilization for Racial Justice","authors":"Kevin Y. L. Tan, K. Wegmann, Roxanne Patino, Beth Hand, Janice Mitchell, Kate Moser","doi":"10.1093/cs/cdab002","DOIUrl":"https://doi.org/10.1093/cs/cdab002","url":null,"abstract":"S ocial and emotional learning (SEL) group activities are one of the most common intervention approaches to teach students the developmental skills they need to succeed in life. The COVID-19 (coronavirus disease of 2019) pandemic forced facilitators to rapidly adapt SEL activities in response to changing conditions, including restrictions on conducting activities in person. Then the national mobilization for racial justice following the murder of George Floyd, Breonna Taylor, and many others called for facilitators to tailor supports in relevant ways. This Practice Highlights column discusses the issues, challenges, and experience of staff and volunteers in one midwestern community-based youth agency in engaging K–12 Black students in SEL activities over three periods: before the pandemic, during the stay-at-home order, and when the agency reopened for in-person operations. Focus group discussions and interviews with staff and volunteers involved in facilitating the groups, as well as their logs documenting the proceedings of the group activities, were analyzed. Our research institutional review board approved the research activities. Overall experience indicates that the ability of the agency and facilitators to adapt and respond to students, families, and the community in creative ways ensured the successful delivery of SEL group activities during an uncertain time.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdab002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43507402","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: 3

Preventing Subsequent Teenage Pregnancy: A Multisite Analysis of Goal Orientation and Social Supports 预防少女怀孕:目标取向与社会支持的多地点分析

IF 2

Children & Schools Pub Date : 2021-02-02 DOI: 10.1093/cs/cdaa023

Marni L. Kan, Derek D Ramirez

{"title":"Preventing Subsequent Teenage Pregnancy: A Multisite Analysis of Goal Orientation and Social Supports","authors":"Marni L. Kan, Derek D Ramirez","doi":"10.1093/cs/cdaa023","DOIUrl":"https://doi.org/10.1093/cs/cdaa023","url":null,"abstract":"\u0000 Subsequent teenage births may present various challenges for teenage parents and their children. Evaluation of efforts to prevent subsequent teenage pregnancy and increase use of long-acting reversible contraception (LARC) have lacked investigation of the mechanisms—particularly, goal orientation and social supports—through which these efforts may be effective. Data were from a multisite evaluation of the Title XX Adolescent Family Life program, which involved 12 demonstration projects comparing enhanced and core services to pregnant and parenting teenagers. Data from 857 female teenagers at baseline and follow-up were used in analyses. Multivariate regression models examined associations between independent variables (study condition and effective project characteristics) and mediators (orientation toward goals and social supports) and between mediators and outcomes (subsequent pregnancy and use of LARC). Structural equation models tested mediation pathways. The program and selected project characteristics significantly predicted decreased coresidence with parents, and support from the child’s father was associated with higher LARC use. However, neither orientation toward goals nor social supports mediated program effects on LARC use or subsequent pregnancy. Programs to prevent subsequent teenage pregnancy may encourage teenagers’ independence from families of origin and should consider promoting supportive relationships with the child’s father.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47117979","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

Advocating for School Social Work to Advance Student Social, Emotional, and Mental Health: Strategies from Two Case Studies 倡导学校社会工作促进学生的社会、情感和心理健康：来自两个案例研究的策略

IF 2

Children & Schools Pub Date : 2021-02-02 DOI: 10.1093/cs/cdaa020

Kevin Tan, J. White, Michelle E. Alvarez

引用次数: 1

OUP accepted manuscript OUP接受稿件

IF 2

Children & Schools Pub Date : 2021-01-01 DOI: 10.1093/cs/cdab021