Children & Schools最新文献

英文中文

Children & Schools 孩子们,学校

Q2 Social Sciences

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

Q2 Social Sciences

Children & Schools

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

Stacy A Gherardi, David Greenberg

Universities have the potential to bring significant assets to community school development, and community school models align with emerging priorities in higher education, including shifts toward community engagement. University-assisted community schools (UACS) present an ideal place for these mutual interests to be met, although barriers to these partnerships exist. Experiences from the state of New Mexico provide a unique case study of successes and challenges with the development of UACS. This article draws on the historic and current efforts to build UACS in New Mexico, sharing key considerations for university faculty, PK–12 educators and administrators, social workers, and social work faculty. The authors integrate literature around the development of UACS and their personal experiences as university faculty and district/community leaders in New Mexico, describing successful partnerships and barriers to sustainability. These experiences are used to propose key features, structures, and resources to consider in the development of UACS and the integration of social work into these structures.

大学有潜力为社区学校的发展带来重要的资产，社区学校的模式与高等教育中新兴的优先事项保持一致，包括向社区参与的转变。大学资助的社区学校(UACS)为满足这些共同利益提供了一个理想的场所，尽管这些伙伴关系存在障碍。新墨西哥州的经验为UACS的发展提供了成功和挑战的独特案例研究。本文借鉴了在新墨西哥州建立UACS的历史和当前努力，分享了大学教师，PK-12教育工作者和管理人员，社会工作者和社会工作教师的关键考虑因素。作者结合了有关UACS发展的文献，以及他们作为新墨西哥州大学教师和地区/社区领导人的个人经历，描述了成功的伙伴关系和可持续发展的障碍。这些经验被用来提出UACS发展的关键特征、结构和资源，并将社会工作融入这些结构中。

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

Q2 Social Sciences

Children & Schools

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

Rebecca G Mirick, Lawrence Berkowitz

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.

青少年自杀是一个公共健康问题，15%的青少年因自杀失去了同学、熟人或朋友。本文报告了一项在线调查的结果，调查对象是在初中或高中失去同伴自杀的个人(N = 40)。最常见的以学校为基础的事后回应是学校辅导员、外部悲伤辅导员、抑郁症和自杀教育以及集会。参与者确定了学生自杀后学校的以下需求:真实和真诚的回应，易于获得的支持，认识到学生需要帮助和支持，意识到学生在死亡后有不同的需求，纪念的机会，以及在学术要求和期望方面的灵活性。讨论了对学校的影响，包括教师和其他工作人员支持学生的资源的重要性，创伤知情的反应，以及仔细考虑自杀预防和悲伤的平衡。最重要的是，学校必须认识到自杀死亡对学生的影响程度，以及学生需要学校的帮助和支持。

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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 Q3 SOCIAL WORK

Children & Schools

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

Young Sun Joo, Youngmi Kim

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.

学校和社区是青少年的主要环境，每一个都对他们的学业成功有重大影响。大多数关于教育程度的研究都考察了学校或社区的单一背景的影响，这表明学校和社区的影响以及种族群体之间的潜在差异存在着不同的发现。为了解决这一差距，本研究考察了学校质量和社区劣势对白人和黑人青少年教育成就的影响。这项研究使用了从具有全国代表性的美国青少年样本中收集的全国青少年与成人健康纵向研究数据，合并了多种数据来源，包括家庭调查、学校管理人员调查、学生教育记录和背景数据。教育程度是通过大学入学和毕业状况来衡量的。学校质量是白人和黑人青少年大学入学和毕业的重要预测因素。邻里劣势与两个种族群体的大学入学率显著相关；然而，大学毕业只对白人青少年有意义。这些发现表明，无论种族背景如何，提高学校质量对教育程度都特别重要。文章最后讨论了学校质量和社区劣势在白人和黑人青少年中的不同作用。

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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

Q2 Social Sciences

Children & Schools

Pub Date : 2023-08-08 DOI: 10.1093/cs/cdad019

Jennifer Smith Ramey, Fred Volk

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.

青少年药物使用通常是从学校工作人员(如教师、学校辅导员、社会工作者和资源官员)的角度来解决的，他们每天在学校环境中与学生互动。青少年在学校使用药物的后果可能包括停学或开除以及可能的法律诉讼。然而，许多青少年无法获得以证据为基础的治疗，以解决吸毒和酗酒问题。服务往往无法提供或支离破碎，导致青年不遵守治疗和治疗结果不充分。学校、社区行为健康机构和少年法庭服务单位之间的跨部门合作提供了一个机会，可以改善获得护理的机会，并提高向有吸毒和酗酒问题的青少年提供护理的效率。通过一个案例研究，通过与法院服务单位和社区行为健康提供者的伙伴关系，在学校中嵌入药物使用治疗可以增加获得护理的机会。咨询师和社会工作者在倡导共同努力增加服务可及性和改善治疗结果方面发挥着关键作用。宣传工作可包括参与和领导社区联盟，在循证实践方面进行培训和咨询，以及在为有物质使用障碍的青年提供服务的所有组织之间进行无缝沟通。

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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

Q2 Social Sciences

Children & Schools

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

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

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.

学校在青少年自杀预防中扮演着重要的角色。这篇文章描述了在过去的几年里，在一名学生自杀死亡后，作为自杀迹象(SOS)项目的一个组成部分，在初中和高中对抑郁和自杀进行普遍筛查。在接受筛查的学生(N = 7,429)中，11.0%的青少年被筛查工具确定为有风险;17.3%的人当天接受了心理健康专家的二次筛查。(没有接受风险筛查的学生可以要求与心理健康专家会面，因此接受二次筛查的学生多于接受风险筛查的学生。)确定了与筛查工具上的高危筛查相关的特征。女孩被认为有自杀风险的可能性是男孩的两倍，而在过去一年中经历过自杀死亡的学生接受自杀风险筛查的可能性是男孩的1.3倍。初中生和高中生的风险筛查没有差异，但由于向学校工作人员寻求帮助，中学生更有可能接受第二次筛查。文章最后讨论了对初中和高中学校管理人员的影响，包括使用筛查工具和与成人交谈的选择进行筛查的建议，计划二次筛查的策略，以及在学生自杀死亡后进行普遍筛查的优势。

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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

Q2 Social Sciences

Children & Schools

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

Wade Clement, Stephanny F N Freeman

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.

摘要:作者调查了一项合作课后包容性体育项目对服务不足的高中残疾青少年和神经典型学生的影响。该项目将一个大型城市学区和一个私人课后项目结合在一起，在学校场地上提供服务。目标是为残疾青少年提供一个真正综合的体育环境，并为代表性不足的少数民族学生提供一个获得服务学习、改善社会情感发展和更大自我感知影响的机会。该项目是可行的，而且确实在评价期之后继续进行。定量结果表明，神经正常的青少年感觉他们在提高同伴运动员的责任感方面产生了影响，他们觉得他们在参与后有了更好的观点。描述性评论表明，残疾儿童喜欢参与，这一包容性计划可能为一部分人提供了更多参与学校活动的额外途径。介绍了项目细节，以鼓励进一步的研究和复制。

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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 Q2 Social Sciences

Children & Schools

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

C. Owens, Annette H Johnson, Aubrey Thornton

Abstract In 2020, the COVID-19 pandemic and rise in racial injustices signaled the need to engage students in macro-level interventions to maximize their contributions to their schools, communities, and society. School social workers are uniquely positioned to elevate student voices, hone their critical thinking skills, and capitalize on their strengths and assets. Critical thinking skills can help students analyze the world around them by engaging them in addressing equity issues in their schools and communities. This article introduces the concept of transformative social and emotional learning (TSEL) within the context of youth-led participatory action research (YPAR) and a critical service learning (CSL) framework for school social workers to promote student empowerment. Through CSL, students cultivate advocacy skills by identifying, investigating, and taking action to address concerns. Authors include a case example demonstrating TSEL and YPAR, using CSL as a school social work intervention that recognizes and promotes students’ strengths and assets.

2020年，2019冠状病毒病大流行和种族不公正现象的加剧表明，有必要让学生参与宏观层面的干预，以最大限度地为学校、社区和社会做出贡献。学校社工在提升学生的声音、磨练他们的批判性思维技能、利用他们的优势和资产方面具有独特的地位。批判性思维技能可以帮助学生分析他们周围的世界，让他们参与解决学校和社区的公平问题。本文在青年主导的参与性行动研究(YPAR)和学校社会工作者促进学生赋权的关键服务学习(CSL)框架的背景下，介绍了变革性社会和情感学习(TSEL)的概念。通过CSL，学生通过识别、调查和采取行动来解决问题，培养倡导技能。作者包括一个案例，展示了TSEL和YPAR，使用CSL作为学校社会工作干预，识别和促进学生的优势和资产。

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 Q2 Social Sciences

Children & Schools

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

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

Abstract Social and emotional learning (SEL) and equity issues have each been complicated by the COVID-19 pandemic for students of color. This brief seeks to call to action school social workers who can identify social and emotional barriers to learning that students of color experience in schools through a critical race theory (CRT) lens. School social workers are well positioned to address equity concerns and systemic racism in schools. They play a key role in addressing SEL, reducing equity barriers, and navigating the CRT opposition. The authors view the role of the school social worker as an integral part of social and emotional teaching and learning. This is a call to mobilize school social workers to advocacy roles for SEL, equity, and racism concerns that have long impacted students of color. The authors’ aim is to provide social workers with actionable strategies in reducing social and emotional barriers to learning for students of color.

对于有色人种学生来说，社会和情感学习(SEL)和公平问题都因COVID-19大流行而变得复杂。本摘要旨在呼吁学校社会工作者采取行动，他们可以通过批判种族理论(CRT)的视角来识别学习有色人种学生的社会和情感障碍。学校社会工作者有能力解决学校的公平问题和系统性种族主义问题。他们在解决SEL、减少公平障碍和引导CRT反对方面发挥着关键作用。作者认为学校社会工作者的角色是社会和情感教学的一个组成部分。这是一个呼吁动员学校社会工作者为长期影响有色人种学生的SEL、平等和种族主义问题辩护的呼吁。作者的目的是为社会工作者提供可行的策略，以减少有色人种学生学习的社会和情感障碍。

引用次数: 2

Initial Validation of a Brief Attachment Measure in a Sample of High School Students 中学生依恋量表的初步验证

IF 2 Q2 Social Sciences

Children & Schools

Pub Date : 2021-07-29 DOI: 10.1093/CS/CDAB018

S. Yampolskaya, O. Massey, Connie Walker-Egea

Attachment to a caregiver is considered a major component of youth well-being, but currently few measures are available to assess attachment in youths. The purpose of this study was to examine the psychometric properties of the Connection to Caregiver (CtC) instrument, a measure of connection to a caregiver similar to the Inventory of Parent and Peer Attachment (IPPA). The study was driven by a need to assess connection to a caregiver and the appeal of creating a scale from an existing survey that allows a great deal of longitudinal research on already existing data. The psychometric properties of the new measure, which consists of a set of items used in the National Survey of Child and Adolescent Well-Being study, were examined among high school students. Confirmatory factor analysis of the three-factor model showed excellent fit. Concurrent validity of the CtC with the equivalent subscales of the IPPA and convergent validity of each of the scales with the depressive symptoms were good. The results suggest that the CtC instrument is a valid tool for use in research with adolescents.

对照顾者的依恋被认为是青年幸福感的主要组成部分，但目前很少有衡量青年依恋程度的方法。本研究的目的是检查与照顾者的联系（CtC）工具的心理测量特性，这是一种类似于父母和同伴依恋清单（IPPA）的与照顾者联系的测量方法。这项研究的驱动因素是需要评估与护理人员的联系，以及从现有调查中创建一个量表的吸引力，该量表允许对现有数据进行大量纵向研究。这项新措施由全国儿童和青少年幸福感调查研究中使用的一组项目组成，其心理测量特性在高中生中进行了检查。三因素模型的验证性因子分析显示出良好的拟合性。CtC和IPPA等效分量表的同时有效性以及每个量表和抑郁症状的收敛有效性良好。研究结果表明，CtC仪器是一种用于青少年研究的有效工具。

引用次数: 0

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