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1.
This article provides an overview of a special issue of Psychology in the Schools that examines the implementation of the Safe Schools/Healthy Students (SS/HS) Initiative in seven local communities. An overview of the SS/HS Initiative is provided. Critical lessons learned from the seven sites are discussed with a focus on the special role that school psychologists can play in implementing these complex violence prevention programs. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 447–456, 2003. 相似文献
2.
Kathleen Hague Armstrong Oliver T. Massey Michael Boroughs Ralph Bailey Diane LaJoie 《Psychology in the schools》2003,40(5):489-501
The Safe Schools/Healthy Students (SS/HS) Initiative in Pinellas County, FL, emerged as a part of a broader local effort to implement creative educational and mental health programs to support children and families. This initiative focused on capacity building, prevention, and intervention efforts and comprehensive evaluation to address the barriers to learning and enhance healthy development. This article describes Pinellas County's plan, and highlights the instrumental roles played by school psychologists, which included grant writing, program and resource coordination, clinical services, program evaluation, staff training, parent advocacy, and steering committee membership. Promising outcomes and generalization of these findings to other communities is also discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 489–501, 2003. 相似文献
3.
This article describes the planning, implementation, and evaluation of school‐based Wellness Centers operated by the Riverside Unified School District in Riverside, CA, as part of the Safe Schools/Healthy Students Initiative funded by the Substance Abuse and Mental Health Services Administration (SAMHSA). We describe the program as planned in terms of the theoretical model for the intervention and the evaluation design, and discuss the actual implementation including accomplishments and challenges. The program was designed to promote positive development and wellness for individual students via self‐ and teacher‐referrals for personal and mental health problems handled through a case management and referral process, support groups, and other activities such as after‐school programs, mentoring, tutoring, and parent training. An effort was also made to promote wellness at the school level by providing wellness campaigns, information, and compatible policies and procedures designed to enhance healthy development. Our observations are based on a qualitative assessment that was a component of the evaluation. A more detailed evaluation examining the impact of school‐wide and student‐focused activities on academic and behavioral outcomes is currently underway. However, we do include comments from students suggesting that the Wellness Center concept holds much promise for school‐based mental health and violence prevention services. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 473–487, 2003. 相似文献
4.
The Safe Schools/Healthy Students Initiative in Morton High School District 201, Cicero, IL, used a social ecological systems perspective to implement its goals. Social‐emotional learning and violence‐prevention strategies were provided at the levels of the community, school, and individual. Creation of a safe school environment cut across developmental levels from preschool through high school. Intervention activities were universal/preventive, school, and targeted/individual. Finally, the project sought to develop a consortium infrastructure to institutionalize and sustain integrated services. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 549–563, 2003. 相似文献
5.
In Salinas, a city of 150,000 on the Central Coast of California, an $8 million federal grant program is helping children and their families grapple with issues pertaining to violence, substance abuse, mental health, and academic success. In just two years, the program has helped educators and service providers deter school crime, provide on‐campus therapy to troubled youth, increase participation in parenting programs, and decrease truancy at several schools. Most importantly, the Salinas initiative has helped providers coordinate services to children and families who need them most. Project directors say that approach will be crucial as they search for new ways to sustain Safe Schools/Healthy Students (SS/HS)‐funded programs. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 503–513, 2003. 相似文献
6.
The creation of a federal Safe Schools/Healthy Students (SS/HS) Initiative reflects a growing level of concern across the United States that many children do not feel safe at school, and that teachers must receive a new level of training to better equip themselves to manage a diverse student population. PROJECT BLUE was funded during the first phase of this initiative and proposed to provide students in its District with a range of services to improve school safety, decrease school violence, decrease alcohol and drug use, and improve student mental health. The local evaluation team collected information regarding project implementation and its impact on school safety, school climate, and teacher preparedness to manage student misbehavior. Selected results are highlighted in the article. However, the primary purpose of this article is to document lessons learned from the evaluation of this project. Lessons learned are presented in four areas: leadership, communication, system change efforts, and local evaluation of federal initiatives. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 515–529, 2003. 相似文献
7.
Rural Underpinnings for Resiliency and Linkages (RURAL) is an example of a Safe Schools/Healthy Students (SS/HS) project. RURAL provides services to children and families in a rural Kansas county. The county's rates of juvenile alcohol and illicit drug use are higher than state averages. The RURAL project was designed to enhance existing partnerships among three school districts, the local community mental health center, law enforcement, the regional prevention center, and Fort Hays State University. A significant number of evidence‐based strategies were implemented in the schools and community in a short period of time. Using a public health approach to increase school safety and promote healthy behaviors, RURAL introduced strategies designed to provide universal prevention for the school population, early intervention for at‐risk children and families, and intensive services for those with the greatest needs. Services were provided to students (preschool–young adults) and their families. School psychologists held key roles in the development, implementation, and management of the project. Preliminary evaluation findings are presented, and the importance of local process and outcome evaluation is discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 531–547, 2003. 相似文献
8.
School psychologists have the potential to contribute to the development and delivery of health and mental health services through school‐based health centers (SBHCs). Possible roles for school psychologists within SBHCs are described. Factors that influence school psychologists' efforts within SBHCs are discussed, including factors such as system reforms, school system governance, importance of SBHC to stakeholders, and availability of funding. Knowledge of collaborative problem solving, effective prevention and intervention strategies, and recognition of limitations of traditional mental health programs were also identified as facilitators of the school psychologist's role in a SBHC. Factors that may impede the development of SBHCs are reviewed. These factors include definitional confusion, deemphasis on prevention, community stigma, limited resources, lack of integration and coordination of services, and an emphasis on a narrow role of providing only medical services. Additional factors discussed include the narrow role of school psychologists, space limitations, the challenge of collaboration, role strain, and lack of research on interventions within a SBHC. Strategies for overcoming barriers are suggested. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 253–264, 2003. 相似文献
9.
Oliver T. Massey Kathleen Armstrong Michael Boroughs Kelli Henson Linda McCash 《Psychology in the schools》2005,42(4):361-372
Schools are increasingly recognized as a critical venue for the provision of comprehensive behavioral and mental health services for students. Unfortunately, difficulties associated with operating programs in schools often prevent evidence‐based practices from being implemented and sustained as intended. In this study, the experiences of school and community providers who were funded through the Safe Schools/Healthy Students Initiative to implement mental health services in a large, urban school district were investigated using a qualitative focus group methodology. Providers identified the major challenges they encountered with implementing, operating, and sustaining their programs as well as the strategies that they used to overcome those challenges. Strategies to enhance support of school‐based mental health programs are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 361–372, 2005. 相似文献
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11.
Susan H. Magsamen 《Mind, Brain, and Education》2011,5(1):29-32
Family engagement, in many forms, has been shown to be an essential component to successful learning for children. A child's first exposure to the arts is often through family rituals and traditions. New research suggests these activities can form the basis for personal exploration and skill development and reinforce in‐school learning. Because public schools continue to reduce art programs due to budgetary contraction, families and communities need to enhance and increase their commitment to informal arts and learning opportunities. These experiences can occur at home, in youth and arts museums, and in libraries and family‐based organizations as evidenced by a range of events already underway throughout the country. Communication and outreach about the relevance and the science of arts and learning for families needs to be expanded. By recognizing the important role families hold it is possible to enhance learning through the arts at home and in the community. More targeted research is required to better understand how families can use the rich array of arts‐integrated experiences in age‐appropriate ways to enhance literacy, numeracy, social‐emotional skills, and more. 相似文献
12.
The authors describe several national standards and models of excellence, and demonstrate how two states, Maine and New Hampshire, have integrated these standards and models into their recommendations to school counseling programs for developing and implementing comprehensive career development programs. Emphasis is placed upon three factors: curriculum integration, guidance program evaluation, and accountability to school and community. 相似文献
13.
Every interaction within an early childhood program either promotes community or disrupts it. Therefore, excellent early childhood
programs have in place a process that pulls the energies and abilities of all the members of the school community together
so that everyone—children, educators, parents, and community members—develop well. In particular, healthy interactions between
educators and families create the necessary conditions for the early childhood programs: (1) to impact the lifepaths of the
families; and, in turn, (2) to engage the families in the work of improving the early childhood programs. In this article,
research on the Jewish Early Childhood Education Initiative (JECEI) is presented. JECEI was selected for study because JECEI
early childhood programs are characterized by healthy relationships, the capacity to successfully promote children’s learning
and development, and the engagement of families in the work of school improvement. 相似文献
14.
Physics and chemistry programs at the secondary school level in France recommend introducing components of the history of science (HS). Emphasis is placed on a ‘cultural’ dimension, which is poorly defined but essentially refers to elements of epistemological nature. Moreover, the few examples of activities based on HS suggested by the programs and science textbooks are means to learn scientific content and convey a reductive and false image of the nature of science (NoS). Our main issue is to examine the possibility to communicate a more authentic image of NoS with HS. We begin by demonstrating how our historical and epistemological analysis led us to distinguish different learning goals about NoS. We then show how these goals can generate classroom activities involving collective inquiry based on the implementation of documents. These documents may or may not be paired with experiments. Finally, we discuss the tensions that our choices created with science curricula and among teachers. 相似文献
15.
Cheryl Bailey Gittens 《Peabody Journal of Education》2014,89(3):368-379
The quality of doctoral students’ academic and social experiences is a key element of their success in graduate school programs. These experiences support the completion of doctoral programs, especially for first-generation college students from low-income backgrounds. Framed by Weidman's (1989) undergraduate socialization model, the author interviewed 18 former participants in Ronald McNair Programs (McNair Program),who completed their doctoral studies in order to determine how such programs can serve as a socializing agent to facilitate the successful completion of graduate study. Several themes emerge from the interviews conducted that distinguish McNair Programs from other interventions to promote integration or preparation, including the presence of academic and social integration. Such integration had a positive influence on the participants’ doctoral experience and contributed to the development of their competence, self-confidence, social and academic connectedness, and academic identity. Participants derived the greatest benefits from academic program components and academic counseling. Moreover, social components such as mentoring, cultural activities, and personal encounters in summer research internships also contributed to a positive doctoral experience. 相似文献
16.
Janet Chrispeels 《School Effectiveness & School Improvement》2013,24(4):297-323
The increased interest in parent involvement as a strategy for school reform stems from two bodies of parent involvement research. One set of studies examined family learning environments; the other investigated the impact on student learning of school‐initiated parent involvement programs. This article reviews these two bodies of research, which have influenced current discussions about home‐school partnerships, shows the relationship between practices of successful home‐learning environments and effective schools research, and uses this relationship to propose a typology of home‐school‐community partnership roles and activities. When the research on effective family practices is combined with effective schools research and placed within a typology of partnership roles, schools have a framework for examining current parent involvement practices and exploring strategies that will enhance student learning both at home and at school. 相似文献
17.
This multiple-case study drew upon Engeström's (1987) activity theory (AT) to understand the conditions and explain the systematic contradictions that facilitate successful Information and Communication Technology (ICT) integration in schools. The data were collected through in-depth interviews and document analysis from one primary and one secondary public school in Malaysia. In-depth interviews were carried out with nine participants, including principals, ICT coordinators, and teachers. Findings revealed three conditions that led to successful ICT integration: 1) types of ICT tools in the school, 2) rules and regulations in the school that shape the ICT culture, and 3) division of labour within the school community. The findings indicate that school stakeholders must work together to resolve tensions introduced by systemic contradictions in different activity systems, which shape school ICT culture. The study aims to enrich the discourse on ICT integration by assisting school stakeholders to reflect on their own ICT integration strategies. 相似文献
18.
Integration has always been a prominent issue debated in the burgeoning literature on professional doctorate programs. This focus on integration, however, has largely involved the integration between theoretical and practical understandings of various professions. Exploring the integration between research and coursework components of professional doctorate programs has received less attention. This article explores the character of the integration between coursework and research in several professional doctorate programs at a number of Australian research‐intensive universities and universities of technology. Using a content analysis methodology, this research charted the various models for sequencing research and coursework and established whether integration was an explicit or implicit goal of the espoused curriculum. It also sought to explore whether there were differences in the levels of integration in professional doctorate programs across different types of universities or patterns of variation across disciplines. 相似文献
19.
Roger Slee 《The Urban Review》1986,18(2):87-103
In 1984 the Education Department of Victoria, Australia, declared its support for developing policies and programs committed to the integration of disabled students into the educational and social life of regular schcols. These programs were to include disruptive students. Simultaneously, Victorian education administrators were engaged in revising suspension regulations and the proliferation of off-site facilities for disruptive students. In surveying literature pertinent to school suspension and segregated learning centers, this article highlights the paradox of marginalizing students through suspension and segregation while promoting the rhetcric of integration. Successful integration of disruptive students requires teachers and educational administrators to broaden their focus of attention beyond concentration upon changing individual student behaviour. Consideration of the responsibility of school processes in contributing to aberrant behavior is warranted. 相似文献
20.
Steven B. Sheldon Frances L. Van Voorhis 《School Effectiveness & School Improvement》2013,24(2):125-148
This study examined data from over 300 U.S. schools on their efforts to develop high quality programs of school, family, and community partnerships. Analyses show that elementary schools, schools with greater support from parents, teachers, and the community; and schools that evaluated progress reported higher quality partnership programs over time. Higher quality programs were associated with wider implementation of parent-child interactive homework, higher levels of parent volunteering, and more parents on school decision-making committees. Results identify factors that could help schools develop quality partnership programs and suggest that these programs translate into higher levels of family involvement in students’ learning. 相似文献