Worldwide, prevalence rates of students experiencing mental health difficulties are growing, with only one in five receiving treatment. The role of teachers in collaborative efforts both to identify and to provide effective services for these students is an essential one. However, scant research has explored the mental health literacy of pre-service teachers. In the present study, 186 preservice teachers completed a vignette-based measure (Child or Adolescent version based on each teacher’s experience) in order to assess their mental health literacy, comprised of beliefs and knowledge. Results indicate that participants expressed lower efficacy when teaching children or adolescents with externalizing as compared to internalizing behaviours but believed that a child or adolescent experiencing behaviours indicative of depression was of the greatest concern and in need of intervention. Pre-service teachers were able to correctly identify cases of anxiety and ADHD, but many attributed behaviours typical of depression to home life difficulties (Child version) or substance use/abuse (Adolescent version). Results are discussed in light of previous research in the field; recommendations for future research and practice are provided. ISSN 1918-5227 Pages 6292 Follow this and additional works at: https://ir.lib.uwo.ca/eei Recommended Citation Whitley, J., & Gooderham, S. (2016) Exploring Mental Health Literacy Among Pre-Service Teachers. Exceptionality Education International, 26, 62-92. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss2/5 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Exceptionality Education International 2016, Vol. 26, No. 2, pp. 62–92 ISSN 1918-5227 62 Exploring Mental Health Literacy Among Pre-Service Teachers Jessica Whitley, Suzanne Gooderham University of Ottawa
{"title":"Exploring Mental Health Literacy Among Pre-Service Teachers","authors":"J. Whitley, Suzanne Gooderham","doi":"10.5206/EEI.V26I2.7741","DOIUrl":"https://doi.org/10.5206/EEI.V26I2.7741","url":null,"abstract":"Worldwide, prevalence rates of students experiencing mental health difficulties are growing, with only one in five receiving treatment. The role of teachers in collaborative efforts both to identify and to provide effective services for these students is an essential one. However, scant research has explored the mental health literacy of pre-service teachers. In the present study, 186 preservice teachers completed a vignette-based measure (Child or Adolescent version based on each teacher’s experience) in order to assess their mental health literacy, comprised of beliefs and knowledge. Results indicate that participants expressed lower efficacy when teaching children or adolescents with externalizing as compared to internalizing behaviours but believed that a child or adolescent experiencing behaviours indicative of depression was of the greatest concern and in need of intervention. Pre-service teachers were able to correctly identify cases of anxiety and ADHD, but many attributed behaviours typical of depression to home life difficulties (Child version) or substance use/abuse (Adolescent version). Results are discussed in light of previous research in the field; recommendations for future research and practice are provided. ISSN 1918-5227 Pages 6292 Follow this and additional works at: https://ir.lib.uwo.ca/eei Recommended Citation Whitley, J., & Gooderham, S. (2016) Exploring Mental Health Literacy Among Pre-Service Teachers. Exceptionality Education International, 26, 62-92. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss2/5 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Exceptionality Education International 2016, Vol. 26, No. 2, pp. 62–92 ISSN 1918-5227 62 Exploring Mental Health Literacy Among Pre-Service Teachers Jessica Whitley, Suzanne Gooderham University of Ottawa","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70663865","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}
Pre-service teacher education in mental health and mental health literacy is essential to creating the conditions necessary to support the mental health and wellness of children and youth in schools. Many teachers report never having received any education about mental health, but recognize the importance of this knowledge in meeting the needs of their students in regular classrooms. This article describes the development of a completely online mental health course organized around five learning objectives and delivered in a large pre-service teacher education program in Canada. Next, this article presents the results of research to evaluate impact on the pre-service teacher education students. Results are organized into expected and unexpected learning outcomes. Implications for further research and practice are shared. ISSN 1918-5227 Pages 93118 Follow this and additional works at: https://ir.lib.uwo.ca/eei Recommended Citation Atkins, M., & Rodger, S. (2016) Pre-service Teacher Education for Mental Health and Inclusion in Schools. Exceptionality Education International, 26, 93-118. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss2/6 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Exceptionality Education International 2016, Vol. 26, No. 2, pp. 93–118 ISSN 1918-5227 93 Pre-service Teacher Education for Mental Health and Inclusion in Schools Melanie-Anne Atkins, Susan Rodger University of Western Ontario
{"title":"Pre-Service Teacher Education for Mental Health and Inclusion in Schools.","authors":"Melanie-Anne P Atkins, S. Rodger","doi":"10.5206/EEI.V26I2.7742","DOIUrl":"https://doi.org/10.5206/EEI.V26I2.7742","url":null,"abstract":"Pre-service teacher education in mental health and mental health literacy is essential to creating the conditions necessary to support the mental health and wellness of children and youth in schools. Many teachers report never having received any education about mental health, but recognize the importance of this knowledge in meeting the needs of their students in regular classrooms. This article describes the development of a completely online mental health course organized around five learning objectives and delivered in a large pre-service teacher education program in Canada. Next, this article presents the results of research to evaluate impact on the pre-service teacher education students. Results are organized into expected and unexpected learning outcomes. Implications for further research and practice are shared. ISSN 1918-5227 Pages 93118 Follow this and additional works at: https://ir.lib.uwo.ca/eei Recommended Citation Atkins, M., & Rodger, S. (2016) Pre-service Teacher Education for Mental Health and Inclusion in Schools. Exceptionality Education International, 26, 93-118. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss2/6 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Exceptionality Education International 2016, Vol. 26, No. 2, pp. 93–118 ISSN 1918-5227 93 Pre-service Teacher Education for Mental Health and Inclusion in Schools Melanie-Anne Atkins, Susan Rodger University of Western Ontario","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70663910","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}
Providing teacher candidates with a strong foundation in mental health literacy during their teacher education program is crucial in ensuring novice teachers are prepared to support the mental health needs of their students. In addition to responding to students, teacher candidates are typically at an age when mental health disorders are common and their personal mental health during the program also needs to be considered. In the current study, a survey was conducted with 375 teacher candidates in order to extend our understanding of the personal mental health and mental health literacy of pre-service teachers. Results showed that teacher candidate mental health was similar to the general population, with 77% reporting positive personal mental health. Teacher candidates did report high levels of stress. Teacher candidates had considerable personal and professional experience with mental health prior to starting the program and reported positive attitudes and moderate levels of knowledge about mental health disorders. Despite considerable experience and a positive perspective, teacher candidates did not feel ready or competent to support the mental health of students. Current teacher education programs should consider building on the knowledge and experience the teacher candidates bring, and enhancing their capacity to translate that knowledge into the classroom setting.
{"title":"Teacher Candidate Mental Health and Mental Health Literacy.","authors":"Jennifer Dods","doi":"10.5206/eei.v26i2.7740","DOIUrl":"https://doi.org/10.5206/eei.v26i2.7740","url":null,"abstract":"Providing teacher candidates with a strong foundation in mental health literacy during their teacher education program is crucial in ensuring novice teachers are prepared to support the mental health needs of their students. In addition to responding to students, teacher candidates are typically at an age when mental health disorders are common and their personal mental health during the program also needs to be considered. In the current study, a survey was conducted with 375 teacher candidates in order to extend our understanding of the personal mental health and mental health literacy of pre-service teachers. Results showed that teacher candidate mental health was similar to the general population, with 77% reporting positive personal mental health. Teacher candidates did report high levels of stress. Teacher candidates had considerable personal and professional experience with mental health prior to starting the program and reported positive attitudes and moderate levels of knowledge about mental health disorders. Despite considerable experience and a positive perspective, teacher candidates did not feel ready or competent to support the mental health of students. Current teacher education programs should consider building on the knowledge and experience the teacher candidates bring, and enhancing their capacity to translate that knowledge into the classroom setting.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70663852","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}
Rarely are the views of children with learning disabilities elicited. In this study, we used focus groups involving eight students with learning disabilities to explore their self-perceptions as learners and writers using assistive technology (AT). Three groups of two to three Grade 4–8 students and their parents participated in the qualitative study. Both student and parent responses provided data for thematic analysis that resulted in three themes: (a) changes in students’ self-perceptions as learners; (b) student and parental self-reported benefits of using assistive technology; and (c) inconsistencies in approaches to using assistive technology in schools. The implications for education are greater attention to the views of elementary school children; greater focus on the use of AT in the classroom; and greater AT training for teachers in order to better support the use of AT by students with LD. ISSN 1918-5227 Pages 7694 We wish to thank the children and parents who participated in the study. Follow this and additional works at: https://ir.lib.uwo.ca/eei Recommended Citation Schock, R. E., & Lee, E. A. (2016) Children's Voices: Perspectives on Using Assistive Technology. Exceptionality Education International, 26, 76-94. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss1/5 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Children's Voices: Perspectives on Using Assistive Technology Cover Page Footnote We wish to thank the children and parents who participated in the study. This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol26/iss1/5 Exceptionality Education International 2016, Vol. 26, No. 1, pp. 76–94 ISSN 1918-5227 76 Children’s Voices: Perspectives on Using Assistive Technology Robin E. Schock St. Lawrence College Elizabeth A. Lee Queen’s University
很少有学习障碍儿童的观点被引出来。在本研究中，我们采用焦点小组的方式，对8名有学习障碍的学生使用辅助技术来探索他们作为学习者和作家的自我认知。4-8年级的学生和他们的家长分成3组，每组2 - 3人。学生和家长的回答都为主题分析提供了数据，得出了三个主题:(a)学生作为学习者的自我认知的变化;(b)学生和家长自我报告使用辅助技术的好处;(c)在学校使用辅助技术的方法不一致。对教育的影响是更多地关注小学生的观点;更加注重在课堂上使用AT;并对教师进行更多的AT培训，以便更好地支持LD学生使用AT。我们要感谢参与这项研究的儿童和家长。Schock, R. E.， & Lee, E. A.(2016)儿童的声音:使用辅助技术的视角。国际卓越教育，26,76-94。检索自https://ir.lib.uwo.ca/eei/vol26/iss1/5这篇文章开放获取后1年是由Scholarship@Western带给你的。它已被Scholarship@Western的授权管理员接受纳入例外教育国际。欲了解更多信息，请联系jspecht@uwo.ca。儿童的声音:使用辅助技术的视角封面页脚注我们要感谢参与这项研究的儿童和家长。这篇文章在1年后开放获取，可在例外教育国际:https://ir.lib.uwo.ca/eei/ Vol. 26/iss1/5例外教育国际2016,Vol. 26, No. 1, pp. 76 - 94 ISSN 1918-5227 76儿童的声音:使用辅助技术的观点
{"title":"Children's Voices: Perspectives on Using Assistive Technology.","authors":"R. Schock, Elizabeth A. Lee","doi":"10.5206/EEI.V26I1.7736","DOIUrl":"https://doi.org/10.5206/EEI.V26I1.7736","url":null,"abstract":"Rarely are the views of children with learning disabilities elicited. In this study, we used focus groups involving eight students with learning disabilities to explore their self-perceptions as learners and writers using assistive technology (AT). Three groups of two to three Grade 4–8 students and their parents participated in the qualitative study. Both student and parent responses provided data for thematic analysis that resulted in three themes: (a) changes in students’ self-perceptions as learners; (b) student and parental self-reported benefits of using assistive technology; and (c) inconsistencies in approaches to using assistive technology in schools. The implications for education are greater attention to the views of elementary school children; greater focus on the use of AT in the classroom; and greater AT training for teachers in order to better support the use of AT by students with LD. ISSN 1918-5227 Pages 7694 We wish to thank the children and parents who participated in the study. Follow this and additional works at: https://ir.lib.uwo.ca/eei Recommended Citation Schock, R. E., & Lee, E. A. (2016) Children's Voices: Perspectives on Using Assistive Technology. Exceptionality Education International, 26, 76-94. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss1/5 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Children's Voices: Perspectives on Using Assistive Technology Cover Page Footnote We wish to thank the children and parents who participated in the study. This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol26/iss1/5 Exceptionality Education International 2016, Vol. 26, No. 1, pp. 76–94 ISSN 1918-5227 76 Children’s Voices: Perspectives on Using Assistive Technology Robin E. Schock St. Lawrence College Elizabeth A. Lee Queen’s University","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664074","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}
This qualitative study explored the educational journeys of five postsecondary students with learning disabilities (LD) from the perspective of the students and their families. Using a resilience lens, it examined the challenges that they faced and the capacities and resources that facilitated their resilience and helped them achieve their current level of academic achievement and mental health. A retrospective, multiple case study design was used, and a series of three interviews was conducted with each university student with an LD and their families. The participants identified a number of interactions among the students and their parents, teachers, and peers that helped shape and develop the capacities they needed in order to negotiate for the supports and resources that sustained their well-being. These capacities included an awareness and acceptance of their LD and themselves as learners, the self-advocacy skills they needed in order to seek out and negotiate for the supports and accommodations that would help them succeed, the ability to set lofty yet attainable goals, the perseverance to work toward these goals in spite of setbacks and challenges, and the willingness to use the supports and resources that were available to them.
{"title":"Facilitating Academic and Mental Health Resilience in Students with a Learning Disability.","authors":"Lisa Piers, C. Duquette","doi":"10.5206/eei.v26i2.7739","DOIUrl":"https://doi.org/10.5206/eei.v26i2.7739","url":null,"abstract":"This qualitative study explored the educational journeys of five postsecondary students with learning disabilities (LD) from the perspective of the students and their families. Using a resilience lens, it examined the challenges that they faced and the capacities and resources that facilitated their resilience and helped them achieve their current level of academic achievement and mental health. A retrospective, multiple case study design was used, and a series of three interviews was conducted with each university student with an LD and their families. The participants identified a number of interactions among the students and their parents, teachers, and peers that helped shape and develop the capacities they needed in order to negotiate for the supports and resources that sustained their well-being. These capacities included an awareness and acceptance of their LD and themselves as learners, the self-advocacy skills they needed in order to seek out and negotiate for the supports and accommodations that would help them succeed, the ability to set lofty yet attainable goals, the perseverance to work toward these goals in spite of setbacks and challenges, and the willingness to use the supports and resources that were available to them.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664259","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}
This study explored the school and life experiences of four adults diagnosed with a fetal alcohol spectrum disorder (FASD) from an urban area in western Canada. Semi-structured interviews provided insight into the lives of these adults, including their experiences with this disorder as it related to their social interactions and peer relationships in elementary school, high school, and the community. Their educational and life experiences were examined with the goal of understanding how success is achieved among these individuals. Three major themes emerged from participant interviews: (a) “I don’t fit in”: negative school experiences leading to anger and frustration toward diagnosis; (b) intergenerational alcoholism, child abuse, and drug addiction; and (c) healing the wounds: sources of strength, success, and helping others. Despite the hardships these participants faced, they each found sources of strength and success that have allowed them to be resilient in the face of adversity. ISSN 1918-5227 Pages 5375 Follow this and additional works at: https://ir.lib.uwo.ca/eei This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Recommended Citation Knorr, L., & McIntyre, L. J. (2016) Resilience in the Face of Adversity: Stories from Adults with Fetal Alcohol Spectrum Disorders. Exceptionality Education International, 26, 53-75. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss1/4 Exceptionality Education International 2016, Vol. 26, No. 1, pp. 53–75 ISSN 1918-5227 53 Resilience in the Face of Adversity: Stories from Adults with Fetal Alcohol Spectrum Disorders Lyndsay Knorr, Laureen J. McIntyre University of Saskatchewan
本研究探讨了加拿大西部城市地区四名被诊断患有胎儿酒精谱系障碍(FASD)的成年人的学校和生活经历。半结构化访谈提供了对这些成年人生活的深入了解，包括他们在小学、高中和社区中与这种疾病有关的社会互动和同伴关系的经历。研究人员考察了他们的教育和生活经历，目的是了解这些人是如何取得成功的。参与者访谈中出现了三个主要主题:(a)“我不适应”:负面的学校经历导致对诊断的愤怒和沮丧;代际酗酒、虐待儿童和吸毒成瘾;(c)治愈创伤:力量、成功和帮助他人的源泉。尽管这些参与者面临着困难，但他们每个人都找到了力量和成功的源泉，使他们能够在逆境中保持弹性。关注本文和其他作品，请访问:https://ir.lib.uwo.ca/eei这篇文章在1年后开放获取，由Scholarship@Western提供给您。它已被Scholarship@Western的授权管理员接受纳入例外教育国际。欲了解更多信息，请联系jspecht@uwo.ca。Knorr, L.， & McIntyre, L. J.(2016)逆境中的恢复力:来自胎儿酒精谱系障碍成人的故事。国际教育，26,53-75。摘自https://ir.lib.uwo.ca/eei/vol26/iss1/4例外教育国际2016,Vol. 26, No. 1, pp. 53 - 75 ISSN 1918-5227 53面对逆境的韧性:来自胎儿酒精Spectrum障碍成人的故事林赛·克诺，劳伦·j·麦金太尔萨斯卡彻温大学
{"title":"Resilience in the Face of Adversity: Stories from Adults with Fetal Alcohol Spectrum Disorders.","authors":"Lyndsay Knorr, Laureen McIntyre","doi":"10.5206/eei.v26i1.7735","DOIUrl":"https://doi.org/10.5206/eei.v26i1.7735","url":null,"abstract":"This study explored the school and life experiences of four adults diagnosed with a fetal alcohol spectrum disorder (FASD) from an urban area in western Canada. Semi-structured interviews provided insight into the lives of these adults, including their experiences with this disorder as it related to their social interactions and peer relationships in elementary school, high school, and the community. Their educational and life experiences were examined with the goal of understanding how success is achieved among these individuals. Three major themes emerged from participant interviews: (a) “I don’t fit in”: negative school experiences leading to anger and frustration toward diagnosis; (b) intergenerational alcoholism, child abuse, and drug addiction; and (c) healing the wounds: sources of strength, success, and helping others. Despite the hardships these participants faced, they each found sources of strength and success that have allowed them to be resilient in the face of adversity. ISSN 1918-5227 Pages 5375 Follow this and additional works at: https://ir.lib.uwo.ca/eei This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Recommended Citation Knorr, L., & McIntyre, L. J. (2016) Resilience in the Face of Adversity: Stories from Adults with Fetal Alcohol Spectrum Disorders. Exceptionality Education International, 26, 53-75. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss1/4 Exceptionality Education International 2016, Vol. 26, No. 1, pp. 53–75 ISSN 1918-5227 53 Resilience in the Face of Adversity: Stories from Adults with Fetal Alcohol Spectrum Disorders Lyndsay Knorr, Laureen J. McIntyre University of Saskatchewan","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664006","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}
{"title":"Exploring and Promoting Mental Health Literacy and Outcomes: Introduction to the Special Issue","authors":"J. Whitley, Suzanne Gooderham","doi":"10.5206/eei.v26i2.7737","DOIUrl":"https://doi.org/10.5206/eei.v26i2.7737","url":null,"abstract":"Guest editor introduction to the special issue","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664150","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}
Previous research linking school disruption with mental health problems has largely relied on assessments of academic achievement to measure school disruption. Early disruptive classroom behaviour (e.g., conflict with school staff, negative attitudes toward school), however, may precipitate poor academic performance and may stem from emerging mental health concerns, particularly among young children. To address this gap in the literature, 912 clinically referred children and youth (ages 4–18 years old) were assessed using the interRAI Child and Youth Mental Health (ChYMH) assessment utilizing a cross-sectional study design. The ChYMH assessment evaluates school disruption independently of academic achievement, and includes a comprehensive assessment of the child’s mental health functioning, needs, and preferences. A logistic regression analysis revealed that various provisional mental health diagnoses (i.e., attention-deficit/hyperactivity disorder, disruptive behaviour, mood disorders, and, to a lesser extent, anxiety) were associated with disruption in the classroom. Implications for school-based care planning are discussed. ISSN 1918-5227 Pages 520 Dr. Shannon L. Stewart would like to acknowledge the funding of the London Community Foundation (LCF) as well as the Volunteer Organization of the Child and Parent Resource Institute (VOCPRI). We would also like to thank the agencies involved in this project for all the “in kind” support. Dr. Chloe Hamza would also like to acknowledge funding to conduct this research from the Canadian Institutes of Health Research (frn: 1400862). Special thanks to all of the children, youth, and families for their dedication and time commitment to this study. Follow this and additional works at: https://ir.lib.uwo.ca/eei Recommended Citation Stewart, S. L., Klassen, J., & Hamza, C. (2016) Emerging Mental Health Diagnoses and School Disruption: An Examination Among Clinically Referred Children and youth. Exceptionality Education International, 26, 5-20. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss2/2 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Emerging Mental Health Diagnoses and School Disruption: An Examination Among Clinically Referred Children and youth Cover Page Footnote Dr. Shannon L. Stewart would like to acknowledge the funding of the London Community Foundation (LCF) as well as the Volunteer Organization of the Child and Parent Resource Institute (VOCPRI). We would also like to thank the agencies involved in this project for all the “in kind” support. Dr. Chloe Hamza would also like to acknowledge funding to conduct this research from the Canadian Institutes of Health Research (frn: 1400862). Special thanks to all of the children, youth, and families for their dedication and time comm
以前将学校干扰与心理健康问题联系起来的研究在很大程度上依赖于对学业成绩的评估来衡量学校干扰。然而，早期破坏性的课堂行为(例如，与学校工作人员发生冲突，对学校持消极态度)可能导致学习成绩不佳，并可能源于新出现的心理健康问题，特别是在幼儿中。为了解决文献中的这一空白，采用横断面研究设计，使用interRAI儿童和青少年心理健康(ChYMH)评估对912名临床转诊的儿童和青少年(4-18岁)进行了评估。ChYMH评估独立于学业成绩评估学校干扰，包括对儿童心理健康功能、需求和偏好的综合评估。逻辑回归分析显示，各种临时心理健康诊断(即注意力缺陷/多动障碍、破坏性行为、情绪障碍，以及在较小程度上的焦虑)与课堂干扰有关。对校本护理计划的影响进行了讨论。Shannon L. Stewart博士感谢伦敦社区基金会(LCF)以及儿童和家长资源研究所(VOCPRI)志愿者组织的资助。我们还要感谢参与这个项目的各机构提供的所有“实物”支持。Chloe Hamza博士还要感谢加拿大卫生研究所为开展这项研究提供的资金(编号:1400862)。特别感谢所有儿童、青少年和家庭对这项研究的奉献和时间投入。Stewart, S. L.， Klassen, J.， & Hamza, C.(2016)新兴心理健康诊断和学业中断:一项临床转诊儿童和青少年的检查。国际卓越教育，26,5-20。检索自https://ir.lib.uwo.ca/eei/vol26/iss2/2这篇文章开放获取后1年是由Scholarship@Western带给你的。它已被Scholarship@Western的授权管理员接受纳入例外教育国际。欲了解更多信息，请联系jspecht@uwo.ca。新出现的心理健康诊断和学校中断:临床转诊儿童和青少年的检查封面页脚注Shannon L. Stewart博士感谢伦敦社区基金会(LCF)以及儿童和家长资源研究所(VOCPRI)志愿者组织的资助。我们还要感谢参与这个项目的各机构提供的所有“实物”支持。Chloe Hamza博士还要感谢加拿大卫生研究所为开展这项研究提供的资金(编号:1400862)。特别感谢所有儿童、青少年和家庭对这项研究的奉献和时间投入。这篇文章在1年后开放获取，可在例外教育国际:https://ir.lib.uwo.ca/eei/ Vol. 26/iss2/2例外教育国际2016,Vol. 26, No. 2, pp. 5 - 20 ISSN 1918-5227 5新兴心理健康诊断和学校中断:临床转诊儿童和青少年的检查香农L. Stewart, Janell A. Klassen, Chloe A. Hamza西部大学
{"title":"Emerging Mental Health Diagnoses and School Disruption: An Examination among Clinically Referred Children and Youth.","authors":"S. Stewart, J. Klassen, Chloe A. Hamza","doi":"10.5206/eei.v26i2.7738","DOIUrl":"https://doi.org/10.5206/eei.v26i2.7738","url":null,"abstract":"Previous research linking school disruption with mental health problems has largely relied on assessments of academic achievement to measure school disruption. Early disruptive classroom behaviour (e.g., conflict with school staff, negative attitudes toward school), however, may precipitate poor academic performance and may stem from emerging mental health concerns, particularly among young children. To address this gap in the literature, 912 clinically referred children and youth (ages 4–18 years old) were assessed using the interRAI Child and Youth Mental Health (ChYMH) assessment utilizing a cross-sectional study design. The ChYMH assessment evaluates school disruption independently of academic achievement, and includes a comprehensive assessment of the child’s mental health functioning, needs, and preferences. A logistic regression analysis revealed that various provisional mental health diagnoses (i.e., attention-deficit/hyperactivity disorder, disruptive behaviour, mood disorders, and, to a lesser extent, anxiety) were associated with disruption in the classroom. Implications for school-based care planning are discussed. ISSN 1918-5227 Pages 520 Dr. Shannon L. Stewart would like to acknowledge the funding of the London Community Foundation (LCF) as well as the Volunteer Organization of the Child and Parent Resource Institute (VOCPRI). We would also like to thank the agencies involved in this project for all the “in kind” support. Dr. Chloe Hamza would also like to acknowledge funding to conduct this research from the Canadian Institutes of Health Research (frn: 1400862). Special thanks to all of the children, youth, and families for their dedication and time commitment to this study. Follow this and additional works at: https://ir.lib.uwo.ca/eei Recommended Citation Stewart, S. L., Klassen, J., & Hamza, C. (2016) Emerging Mental Health Diagnoses and School Disruption: An Examination Among Clinically Referred Children and youth. Exceptionality Education International, 26, 5-20. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss2/2 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Emerging Mental Health Diagnoses and School Disruption: An Examination Among Clinically Referred Children and youth Cover Page Footnote Dr. Shannon L. Stewart would like to acknowledge the funding of the London Community Foundation (LCF) as well as the Volunteer Organization of the Child and Parent Resource Institute (VOCPRI). We would also like to thank the agencies involved in this project for all the “in kind” support. Dr. Chloe Hamza would also like to acknowledge funding to conduct this research from the Canadian Institutes of Health Research (frn: 1400862). Special thanks to all of the children, youth, and families for their dedication and time comm","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664185","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}
Each year approximately 700,000 U.S. children aged 0–19 years sustain a traumatic brain injury (TBI) placing them at risk for academic, cognitive, and behavioural challenges. Although TBI has been a special education disability category for 25 years, prevalence studies show that of the 145,000 students each year who sustain long-term injury from TBI, less than 18% are identified for special education services. With few students with TBI identified for special education, TBI is mistakenly viewed as a low-incidence disability, and is covered minimally in educator preparation. We surveyed educators and found that they lacked knowledge, applied skills, and self-efficacy in working with students with TBI. While those with special education credentials and/or additional training scored significantly higher than general educators, all demonstrated inadequate skills in working with students with TBI. This finding suggests that teachers, especially those in general education, have misconceptions and knowledge gaps about TBI and its effects on students. Misconceptions have led to the misidentification and underidentification of students with TBI, leaving this group of students with disabilities potentially underserved. To meet the academic and behavioural needs of students with TBI, all educators need effective training in working with students with TBI. ISSN 1918-5227 Pages 118 This project was supported by the U.S. Department of Education, National Institute on Disability and Rehabilitation Research, Grant Number H133B090010-13. Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Other Teacher Education and Professional Development Commons Recommended Citation Ettel, PhD, NCSP, D., Glang, A. E., Todis, B., & Davies, S. C. (2016) Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators. Exceptionality Education International, 26, 1-18. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss1/1 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators Cover Page Footnote This project was supported by the U.S. Department of Education, National Institute on Disability and Rehabilitation Research, Grant Number H133B090010-13. This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol26/iss1/1 Exceptionality Education International 2016, Vol. 26, No. 1, pp. 1–18 ISSN 1918-5227 1 Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators Deborah Ettel Eugene School District 4J Ann E. Glang, Bonnie Todis University of Oregon Susan C. Davies University of Dayton
每年大约有70万美国0-19岁的儿童遭受创伤性脑损伤(TBI)，使他们面临学术、认知和行为挑战的风险。尽管脑外伤作为特殊教育残疾类别已有25年的历史，但流行病学研究表明，在每年因脑外伤而遭受长期伤害的14.5万名学生中，只有不到18%的人被确定需要特殊教育服务。由于很少有TBI学生被认为需要接受特殊教育，TBI被错误地视为一种低发病率的残疾，在教育工作者的准备工作中很少涉及。我们调查了教育工作者，发现他们在与TBI学生一起工作时缺乏知识、应用技能和自我效能感。虽然那些有特殊教育证书和/或额外培训的人得分明显高于普通教育工作者，但他们在与TBI学生合作方面都表现出不足的技能。这一发现表明，教师，特别是通识教育教师，对TBI及其对学生的影响存在误解和知识缺口。误解导致了对TBI学生的错误识别和低估，使这群残疾学生可能得不到充分的服务。为了满足创伤性脑损伤学生的学业和行为需要，所有教育工作者都需要在与创伤性脑损伤学生一起工作方面进行有效的培训。本项目由美国教育部国家残疾与康复研究所资助，资助号:H133B090010-13。Ettel, PhD, NCSP, D, Glang, A. E, Todis, B.， & Davies, S. C.(2016)创伤性脑损伤:教育者之间持续的误解和知识差距。国际卓越教育，26,1-18。检索自https://ir.lib.uwo.ca/eei/vol26/iss1/1这篇文章开放获取后1年是由Scholarship@Western带给你的。它已被Scholarship@Western的授权管理员接受纳入例外教育国际。欲了解更多信息，请联系jspecht@uwo.ca。本项目由美国教育部国家残疾与康复研究所资助，资助号:H133B090010-13。这篇文章在1年后开放获取，可在例外教育国际:https://ir.lib.uwo.ca/eei/ Vol. 26/iss1/1例外教育国际2016,Vol. 26, No. 1, pp. 1 - 18 ISSN 1918-5227 1创伤性脑损伤:教育工作者的持续误解和知识差距Deborah Ettel尤金学区4J Ann E. Glang, Bonnie Todis俄勒冈大学Susan C. Davies代顿大学
{"title":"Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps among Educators.","authors":"Deborah Ettel, A. Glang, Bonnie Todis, S. Davies","doi":"10.5206/eei.v26i1.7732","DOIUrl":"https://doi.org/10.5206/eei.v26i1.7732","url":null,"abstract":"Each year approximately 700,000 U.S. children aged 0–19 years sustain a traumatic brain injury (TBI) placing them at risk for academic, cognitive, and behavioural challenges. Although TBI has been a special education disability category for 25 years, prevalence studies show that of the 145,000 students each year who sustain long-term injury from TBI, less than 18% are identified for special education services. With few students with TBI identified for special education, TBI is mistakenly viewed as a low-incidence disability, and is covered minimally in educator preparation. We surveyed educators and found that they lacked knowledge, applied skills, and self-efficacy in working with students with TBI. While those with special education credentials and/or additional training scored significantly higher than general educators, all demonstrated inadequate skills in working with students with TBI. This finding suggests that teachers, especially those in general education, have misconceptions and knowledge gaps about TBI and its effects on students. Misconceptions have led to the misidentification and underidentification of students with TBI, leaving this group of students with disabilities potentially underserved. To meet the academic and behavioural needs of students with TBI, all educators need effective training in working with students with TBI. ISSN 1918-5227 Pages 118 This project was supported by the U.S. Department of Education, National Institute on Disability and Rehabilitation Research, Grant Number H133B090010-13. Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Other Teacher Education and Professional Development Commons Recommended Citation Ettel, PhD, NCSP, D., Glang, A. E., Todis, B., & Davies, S. C. (2016) Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators. Exceptionality Education International, 26, 1-18. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss1/1 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators Cover Page Footnote This project was supported by the U.S. Department of Education, National Institute on Disability and Rehabilitation Research, Grant Number H133B090010-13. This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol26/iss1/1 Exceptionality Education International 2016, Vol. 26, No. 1, pp. 1–18 ISSN 1918-5227 1 Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators Deborah Ettel Eugene School District 4J Ann E. Glang, Bonnie Todis University of Oregon Susan C. Davies University of Dayton","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70663376","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}
The Individualized Education Program (IEP) is the roadmap that helps educators and families drive the education of students with disabilities, improve outcomes, and fulfill each child’s potential. However, the IEP can be challenging due to the large number and diversity of stakeholders, dynamics and culture of collaboration, and the complex procedures guiding the referral, evaluation, and placement. This study describes changes in attitudes toward the IEP reported by special educators and parents participating in a statewide six-month collaborative training model. Preand post-test data analysis indicates an interaction effect on overall attitude toward the IEP, with parents’ ratings of the value of the IEP decreasing at the end of the training and teachers’ ratings increasing. Moreover, special educators’ significantly higher ratings of the value of team planning for the IEP indicate enduring preand post-intervention differences. These findings have implications for school districts and agencies providing professional development to improve collaboration in IEPs.
{"title":"Structured Intervention as a Tool to Shift Views of Parent-Professional Partnerships: Impact on Attitudes toward the IEP.","authors":"Mariana Mereoiu, Sara Abercrombie, Mary M. Murray","doi":"10.5206/eei.v26i1.7734","DOIUrl":"https://doi.org/10.5206/eei.v26i1.7734","url":null,"abstract":"The Individualized Education Program (IEP) is the roadmap that helps educators and families drive the education of students with disabilities, improve outcomes, and fulfill each child’s potential. However, the IEP can be challenging due to the large number and diversity of stakeholders, dynamics and culture of collaboration, and the complex procedures guiding the referral, evaluation, and placement. This study describes changes in attitudes toward the IEP reported by special educators and parents participating in a statewide six-month collaborative training model. Preand post-test data analysis indicates an interaction effect on overall attitude toward the IEP, with parents’ ratings of the value of the IEP decreasing at the end of the training and teachers’ ratings increasing. Moreover, special educators’ significantly higher ratings of the value of team planning for the IEP indicate enduring preand post-intervention differences. These findings have implications for school districts and agencies providing professional development to improve collaboration in IEPs.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70663993","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}
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