Children & Schools最新文献_第6页

Keeping Race at the Center of School Discipline Practices and Trauma-Informed Care: An Interprofessional Framework 将种族问题作为学校纪律实践和创伤知情护理的中心：一个跨专业的框架

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Children & Schools Pub Date : 2020-07-01 DOI: 10.1093/cs/cdaa013

Andrea Joseph, S. Wilcox, Rebecca J. Hnilica, M. Hansen

{"title":"Keeping Race at the Center of School Discipline Practices and Trauma-Informed Care: An Interprofessional Framework","authors":"Andrea Joseph, S. Wilcox, Rebecca J. Hnilica, M. Hansen","doi":"10.1093/cs/cdaa013","DOIUrl":"https://doi.org/10.1093/cs/cdaa013","url":null,"abstract":"\u0000 Given the unique forms of trauma that some Black and Brown youths are exposed to, and the salience of race and racial bias in discipline decision making, this article proposes that discipline interventions should be both race centered and trauma informed. Using critical race theory (CRT), trauma-informed practice literature, and restorative practice philosophies, this article presents a framework that highlights how schools can incorporate racial equity into mental health practices and discipline decision making with students. Namely, CRT tenets such as the centrality of race and racism, challenging the dominant perspective, valuing experiential knowledge, and the commitment to social justice guide authors’ recommendations on discipline decision making. Using an interprofessional perspective, this framework delineates how school social workers, school psychologists, and school counselors can support their schools to integrate interprofessional, trauma-informed, and race-centered practices into a behavioral intervention. Ultimately, this article provides interpersonal, practice, and structural recommendations that can help practitioners engage in equitable discipline decision making.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":"42 1","pages":"161-170"},"PeriodicalIF":2.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47540478","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: 23

Structural Racism in Schools: A View through the Lens of the National School Social Work Practice Model 学校中的结构性种族主义:国家学校社会工作实践模式的视角

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Children & Schools Pub Date : 2020-07-01 DOI: 10.1093/cs/cdaa015

Jandel Crutchfield, Kate Phillippo, A. Frey

引用次数: 28

Just Discipline in Schools: An Integrated and Interdisciplinary Approach 学校的公正纪律:一个综合和跨学科的方法

IF 2

Children & Schools Pub Date : 2020-07-01 DOI: 10.1093/cs/cdaa012

James P. Huguley, Ming-Te Wang, Samson Pasarow, J. Wallace

引用次数: 7

The Possibility of Critical School Social Work: Our Role in Disrupting Racial Inequity 批判性学校社会工作的可能性：我们在打破种族不平等中的作用

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Children & Schools Pub Date : 2020-07-01 DOI: 10.1093/cs/cdaa018

Elisa L. Meza

引用次数: 3

The Role of School Social Workers and Sex Education: From Policy Advocacy to Direct Practice 学校社会工作者的角色与性教育：从政策倡导到直接实践

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Children & Schools Pub Date : 2020-05-08 DOI: 10.1093/cs/cdaa010

L. V. Sosa

引用次数: 3

Evaluation of an Urban School-Based Social, Emotional, and Behavioral Health Professional Development and Consultation Model 基于城市学校的社会、情感和行为健康专业发展与咨询模式的评估

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Children & Schools Pub Date : 2020-05-08 DOI: 10.1093/cs/cdaa005

Amy J. Kaye, Vanja Pejic, Molly Jordan, Kristine M. Dennery, D. DeMaso

{"title":"Evaluation of an Urban School-Based Social, Emotional, and Behavioral Health Professional Development and Consultation Model","authors":"Amy J. Kaye, Vanja Pejic, Molly Jordan, Kristine M. Dennery, D. DeMaso","doi":"10.1093/cs/cdaa005","DOIUrl":"https://doi.org/10.1093/cs/cdaa005","url":null,"abstract":"\u0000 Social, emotional, and behavioral health challenges pose significant barriers to students’ academic success, yet teachers report that they do not feel equipped with the knowledge and skills needed to address these challenges in their classrooms. This article presents findings associated with the effectiveness of an innovative school-based behavioral health professional development and consultation model designed to address this need for urban educators. Program evaluation results from school-based team members from five pilot schools over a two-year partnership period indicate that this model is highly used and valued by school staff, as well as perceived by school staff as effective in building the knowledge, skills, and self-efficacy to implement strategies and build systems in schools to address students’ social, emotional, and behavioral health needs. Progress monitoring data suggests that this learning is translating to actual systemic change in schools based on school-based team members’ reports of progress toward goals specific to the behavioral health systems, procedures, and protocols at their schools. The findings highlight the implications for school-based consultants and practitioners based on the promise of this model.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":"42 1","pages":"79-87"},"PeriodicalIF":2.0,"publicationDate":"2020-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49524059","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

Influencing Social and Emotional Awareness and Empathy with a Visual Arts and Music Intervention for Adolescents 视觉艺术和音乐干预对青少年社会和情感意识和共情的影响

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Children & Schools Pub Date : 2020-05-08 DOI: 10.1093/cs/cdaa008

Cristina Mogro-Wilson, Lorin Tredinnick

{"title":"Influencing Social and Emotional Awareness and Empathy with a Visual Arts and Music Intervention for Adolescents","authors":"Cristina Mogro-Wilson, Lorin Tredinnick","doi":"10.1093/cs/cdaa008","DOIUrl":"https://doi.org/10.1093/cs/cdaa008","url":null,"abstract":"\u0000 Art and music create a powerful presence in the lives of youths. Skills gained from participating in the arts can better facilitate social and emotional learning (SEL) such as improving goal setting, increasing empathy, building relationships, and improving decision making. Connect with Kids, an SEL program that focuses on social and emotional skill building through the use of visual arts and music, was implemented in an urban high school in the Northeast. A total of 304 high school students participated in the study. Students from eight classrooms received the intervention (n = 143); students from another 10 classrooms (n = 161) comprised the comparison group and did not receive the intervention. The average youth was 14 years old, white, and female. Results indicated that the Connect with Kids program increased positive social and emotional behaviors among students compared with the comparison group. Examining the implications of the intervention advances gaps in the literature on SEL programs, supports integrating SEL programming on music and art in schools, and promotes continued program evaluation of unique SEL programming specifically for high school students.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2020-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48636636","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: 6

Restorative Practices for Empowerment: A Social Work Lens 权力的恢复性实践:一个社会工作的镜头

IF 2

Children & Schools Pub Date : 2020-05-08 DOI: 10.1093/cs/cdaa006

Hilary Lustick, C. Norton, Sonia Rey Lopez, Jennifer Greene-Rooks

{"title":"Restorative Practices for Empowerment: A Social Work Lens","authors":"Hilary Lustick, C. Norton, Sonia Rey Lopez, Jennifer Greene-Rooks","doi":"10.1093/cs/cdaa006","DOIUrl":"https://doi.org/10.1093/cs/cdaa006","url":null,"abstract":"Studies demonstrate that preventive practices, including restorative practices and social and emotional learning, reduce the need for suspension. However, emerging findings suggest that preventive practices perpetuate the same rates of racial disproportionality in suspension as traditional disciplinary codes; evidence of persistent racial disproportionality appears in research on restorative practices. The purpose of this study was to examine, through interviews with teachers and students, the successes and challenges of implementing community-building circles with attention to equity and inclusion. Authors found that both teachers and students experience these practices as transformative when enough trust is established to share openly; however, more training is necessary for this to be consistent across schools and classrooms. Considering the lack of discussion of implicit bias and cultural responsiveness embedded in the restorative practice trainings these teachers received, authors argue that social work professionals and concepts—namely,empowerment theory— can support teacher training and implementation of community-building circles.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":"42 1","pages":"89-97"},"PeriodicalIF":2.0,"publicationDate":"2020-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdaa006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46431436","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: 10

Education, Training, Case, and Cause: A Descriptive Study of School Social Work 教育、培训、个案与原因:学校社会工作的描述性研究

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Children & Schools Pub Date : 2020-05-08 DOI: 10.1093/cs/cdaa003

Brad Forenza, Betsy Eckhardt

引用次数: 6

Children’s Perspectives on a School-Based Social and Emotional Learning Program 儿童对学校社会和情感学习计划的看法

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Children & Schools Pub Date : 2020-05-08 DOI: 10.1093/cs/cdaa007

Eva Medin, G. Jutengren

引用次数: 4