Children & Schools最新文献_第5页

Corrigendum to: Whiteness and School Shootings: Theorization 《白人与校园枪击:理论化》的更正

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Children & Schools Pub Date : 2020-12-12 DOI: 10.1093/cs/cdaa026

引用次数: 0

Should Esports Be a Co-Curricular Activity in School? 电子竞技应该成为学校的一项联合课程活动吗？

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Children & Schools Pub Date : 2020-12-06 DOI: 10.1093/cs/cdaa028

Hok-Lai Shum, Chin-Hei Lee, J. Cheung

引用次数: 7

Advocating for Racial, Language, and Gender Equity in the Hiring of School Social Workers: A Call to Action 在学校社工的雇用中提倡种族、语言和性别平等:行动呼吁

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Children & Schools Pub Date : 2020-10-30 DOI: 10.1093/cs/cdaa024

Annette H Johnson, Cassandra L. McKay-Jackson

引用次数: 0

The Relationship between Emotion Regulation, School Belonging, and Psychosocial Difficulties among Adolescents with Specific Learning Disorder 特殊学习障碍青少年情绪调节、学校归属感与心理社会困难的关系

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Children & Schools Pub Date : 2020-10-01 DOI: 10.1093/cs/cdaa022

Daphne Kopelman-Rubin, A. Siegel, Noa Weiss, Inna Kats-Gold

引用次数: 8

Neuroscience-Based Mindfulness Social Work Practice in Schools 基于神经科学的学校正念社会工作实践

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Children & Schools Pub Date : 2020-10-01 DOI: 10.1093/cs/cdaa019

Robert G. Blundo, Tamara Savage

{"title":"Neuroscience-Based Mindfulness Social Work Practice in Schools","authors":"Robert G. Blundo, Tamara Savage","doi":"10.1093/cs/cdaa019","DOIUrl":"https://doi.org/10.1093/cs/cdaa019","url":null,"abstract":"\u0000 Chronic poverty and stressful life circumstances result in poor school performance and behaviors. Research demonstrates that these behaviors are not the result of student inadequacies and lack of proper discipline, but are rather of neurological adaptations to chronic poverty and toxic stress. These outcomes are driven by the body’s attempt to protect itself even as the behaviors appear to be choices the student is making in a rational world. Neurobiologically, students adapt to these challenges by becoming both hypersensitive and self-protective. As a result, students are mistrustful and on alert beyond what is usual as a way of protecting themselves, consciously or unconsciously. Mindfulness programs provide important tools for shifting these challenges in the classroom by supporting feelings of safety and opportunities for growth and change in student learning and behaviors. Demonstrating the actual practice of mindfulness is not our intent given that there are many ways of using and learning mindfulness in the classroom. Rather, the focus is on the neurological outcomes of stressful lives, the neurological impact of mindfulness training, and providing resources for addressing student negative experiences and behaviors in schools.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43071637","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

School Resource Officers and Black Lives Matter Protests: It’s Time for School Social Work to Take a Stand 学校资源官员和黑人生命攸关抗议：是时候让学校社会工作表明立场了

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Children & Schools Pub Date : 2020-09-20 DOI: 10.1093/cs/cdaa025

Leticia Villarreal Sosa

引用次数: 2

In Their Own Words: Student Perceptions of Restorative Practices 用他们自己的话说:学生对恢复性实践的看法

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Children & Schools Pub Date : 2020-08-18 DOI: 10.1093/cs/cdaa011

Candra Skrzypek, Erin W. Bascug, Anna L. Ball, Wooksoo Kim, D. Elze

{"title":"In Their Own Words: Student Perceptions of Restorative Practices","authors":"Candra Skrzypek, Erin W. Bascug, Anna L. Ball, Wooksoo Kim, D. Elze","doi":"10.1093/cs/cdaa011","DOIUrl":"https://doi.org/10.1093/cs/cdaa011","url":null,"abstract":"\u0000 Restorative practices (RPs) are promising nonpunitive approaches to discipline in schools, yet researchers often overlook students’ perspectives. The current study used a mixed-methods approach to explore RP Circle experiences of urban, low-income, and predominantly Black middle school students with attention to the diversity of their experiences by grade level, race, and gender. Quantitative results indicated that younger students reported learning about their behavior by participating in RP Circles. In general, boys felt that Circles supported their nonviolent problem-solving skills more than girls did. Black girls were significantly less likely to endorse the effectiveness of RP Circles to help them solve problems without violence and help them learn about their behavior in comparison with girls of other racial or ethnic backgrounds. Qualitative findings highlighted the benefits of RP Circles in promoting communication, expressing thoughts and feelings, pers pective taking, and opportunity for learning. The study highlights the importance of approaching RP from an intersectional lens and integrating youths’ perspectives into programming.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2020-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46553935","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: 2

School Social Work and the Educational Justice Movement: A Snapshot of Practice 学校社会工作与教育正义运动:实践快照

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Children & Schools Pub Date : 2020-07-01 DOI: 10.1093/cs/cdaa014

Anna L. Ball, Candra Skrzypek

{"title":"School Social Work and the Educational Justice Movement: A Snapshot of Practice","authors":"Anna L. Ball, Candra Skrzypek","doi":"10.1093/cs/cdaa014","DOIUrl":"https://doi.org/10.1093/cs/cdaa014","url":null,"abstract":"\u0000 Educational disparities and disproportionalities for oppressed children signal the need for an educational justice movement that focuses on macro-level changes within and outside of the educational system. School social workers are uniquely trained to engage in activities that promote educational justice, yet most school social workers focus on micro-level practice with individuals. Drawing on Teasley’s practice recommendations to improve educational outcomes for African American urban youths, this study examined the extent to which school social workers engage in macro-level practice strategies that promote educational justice. Cross-sectional survey data were collected from 112 school social workers. Results indicated that most participants reported little engagement in macro-level practice in support of educational justice, most notably in relation to leadership and public policy advocacy and school choice. Social workers reported the most engagement in areas associated with typical practice, such as family engagement and schoolwide needs assessment. Implications for school social work training, practice, and future research are discussed.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43398271","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: 7

Whiteness and School Shootings: Theorization toward a More Critical School Social Work 白人与校园枪击:一种更批判的学校社会工作的理论

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Children & Schools Pub Date : 2020-07-01 DOI: 10.1093/cs/cdaa017

Joshua R. Gregory

{"title":"Whiteness and School Shootings: Theorization toward a More Critical School Social Work","authors":"Joshua R. Gregory","doi":"10.1093/cs/cdaa017","DOIUrl":"https://doi.org/10.1093/cs/cdaa017","url":null,"abstract":"\u0000 In the United States, school shootings have become an increasingly prevalent and publicly salient social problem. School social workers play a central role in developing understanding of their etiology and intervening to prevent their further occurrence. Even though nearly all school shootings are committed by white students, no etiological theory has contemplated the possibility that whiteness contributes in any meaningful way to the perpetration of school shootings. Popular theories suggest that gun availability, mental illness, and bullying bear some relationship to school shootings; however, levels of gun availability, mental illness prevalence, and bullying victimization do not differ substantially between whites and non-whites, indicating that these factors might account for school shootings within, but not between, races. The present article takes up the task of beginning to theorize the relationship between whiteness and school shootings, exploring the likelihood that whiteness acts as a moderator, leading whites, but not non-whites, to commit school shootings in response to similar antecedents. This novel theorization provides an opening for school social workers to more critically interrogate whiteness not as an individual trait, but as a structural phenomenon that influences not only the etiology of school shootings, but schools and educational processes more broadly.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41836361","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: 4

Dismantling the School-to-Prison Pipeline: A Trauma-Informed, Critical Race Perspective on School Discipline 拆除从学校到监狱的管道:一个创伤知情的、对学校纪律的批判性种族观点

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Children & Schools Pub Date : 2020-07-01 DOI: 10.1093/cs/cdaa016

Stacey Dutil

引用次数: 33