Search results

1 – 10 of over 1000
Book part
Publication date: 4 December 2023

Gregory J. Benner, Sean Slade, Lisa Strycker and Erica O. Lee

The Whole Child Initiative (WCI) was developed over the past 15 years as a blueprint to promote long-term development and success of all children, as well as their families and…

Abstract

The Whole Child Initiative (WCI) was developed over the past 15 years as a blueprint to promote long-term development and success of all children, as well as their families and communities. This chapter describes three aspects of the WCI model: (a) the need for a public health approach to sustainable, communitywide change targeting the whole child; (b) a clear, future-oriented vision for equipping educators, caregivers, and service providers with the skills and attitudes required to deliver high-quality instruction; and (c) the infusion of social and emotional learning practices to transform environments in which youth live and play. We provide examples of how schools, communities, and families can come together to create a common culture fostering stable and nurturing relationships essential for enhancing youth well-being. We close with recommended “super strategies” – low-cost, simple, and effective practices that can be broadly implemented to keep every child healthy, safe, engaged, supported, and challenged in the community at large.

Book part
Publication date: 4 December 2023

Katherine A. Graves, Lindsey Mirielli and Chad A. Rose

This chapter explores the complex intersection between students with disabilities and bullying prevention within educational settings. While bullying impacts all students, those…

Abstract

This chapter explores the complex intersection between students with disabilities and bullying prevention within educational settings. While bullying impacts all students, those with disabilities face unique challenges that make them more vulnerable to such experiences (Rose & Gage, 2016; Rose et al., 2011). By examining the underlying factors contributing to the heightened risk of bullying among students with disabilities, this chapter aims to provide a more comprehensive understanding of the issue. It delves into the specific ways in which students with disabilities are targeted and engage in bullying behaviors, such as through verbal, relational, or physical, and highlights the negative consequences on their overall well-being and academic performance. Moreover, this chapter examines existing interventions and strategies employed to prevent bullying among students with disabilities. It critically evaluates the effectiveness of individual, classroom, and school-wide interventions, highlighting the need for a comprehensive approach that addresses the unique needs and challenges faced by this subset of students. The importance of collaboration between educators, parents, and other stakeholders in implementing evidence-based practices is also emphasized. By promoting awareness, fostering inclusive school environments, and implementing targeted interventions, we can strive toward creating a safe and supportive atmosphere that enables students with disabilities to thrive academically and socially, free from bullying involvement.

Article
Publication date: 4 December 2023

Vinh Tuan Nguyen and Cat Tuong Phuoc Nguyen

The current study aims to examine the relationship between self-compassion and life satisfaction in Vietnamese adolescents and investigate the possibility that emotional and…

Abstract

Purpose

The current study aims to examine the relationship between self-compassion and life satisfaction in Vietnamese adolescents and investigate the possibility that emotional and behavioural problems mediate this relationship.

Design/methodology/approach

Quantitative means of data collection and analysis were used to investigate the relationship between self-compassion and life satisfaction and the underlying mechanism of this relationship. A set of questionnaires was presented to a sample of 828 adolescents (M age = 14.61; SD = 1.08) aged 14–17 years from two secondary schools and two high schools in Thua Thien Hue Province, Vietnam. This helped to determine their self-compassion (self-compassion scale), emotional and behavioural problems (strengths and difficulties questionnaire) and life satisfaction (life satisfaction scale). Instruments reflected satisfactory reliability and validity.

Findings

The results show that self-warmth was positively associated with life satisfaction and that self-coldness was positively associated with emotional and behavioural problems and negatively associated with life satisfaction in Vietnamese adolescents. Emotional and behavioural problems fully mediated the negative relationship between self-coldness and life satisfaction.

Practical implications

It is implied that intervention programmes should be tailored to both promote self-compassionate behaviours and reduce self-coldness, to increase life satisfaction in adolescents.

Originality/value

The research available on the relationship between self-compassion and life satisfaction in adolescents, especially adolescents from Southeast Asia, is very sparse. More significantly, the underlying mechanisms behind this relationship are not yet fully understood.

Details

Mental Health and Social Inclusion, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-8308

Keywords

Book part
Publication date: 4 December 2023

Lauren W. Collins, Timothy J. Landrum and Chris A. Sweigart

Despite long-standing evidence that the use of exclusionary discipline practices is both ineffective and even potentially harmful, these policies continue to be used in…

Abstract

Despite long-standing evidence that the use of exclusionary discipline practices is both ineffective and even potentially harmful, these policies continue to be used in educational settings across the country. In this chapter, we discuss the problems associated with exclusionary discipline, with an emphasis on zero tolerance approaches. We begin our discussion with a brief history of the origin of zero tolerance policies, a presentation of data that contradict the effectiveness of such policies, and examples of the continued and egregious application of this exclusionary approach. We discuss problems of disproportionality associated with the use of zero tolerance policies, including how this approach exacerbates learning problems for students with and at risk for disabilities, especially if that risk is related to emotional and behavioral disorders (EBD). We conclude by offering alternatives to a zero tolerance approach in the form of positive and preventative approaches for improving student behavior across various levels of intensity within a tiered system of support framework.

Book part
Publication date: 4 December 2023

Diane M. Holben and Perry A. Zirkel

According to national surveys, every year approximately 20% of school-age students report bullying victimization. The risk of victimization is even higher for students with…

Abstract

According to national surveys, every year approximately 20% of school-age students report bullying victimization. The risk of victimization is even higher for students with disabilities, particularly those whose disabilities are characterized by social–emotional or behavioral traits. To address public concern over bullying, states passed anti-bullying laws and schools implemented bullying prevention programs, with little effect on the frequency of bullying. Consequently, parents of students with disabilities increasingly filed lawsuits to address the harm caused by bullying. Previous research established an increasing trajectory for the frequency of these lawsuits, although the outcomes remained largely favorable to the district defendants. To determine whether these trends continue, this study examined bullying-related court decisions over a 2.5 year period to determine the frequency of cases and claim basis rulings, the representation of disability categories among student plaintiffs, and the outcomes distribution for the claim rulings and cases. The findings noted a continued increasing trajectory for the frequency of cases with an overrepresentation of plaintiffs with ADHD, mental health diagnoses, and autism. Most commonly cited legal bases were Section 504/ADA and negligence, with the overall outcomes distribution more parent plaintiff-favorable than the previous research. To prevent potential liability, educators should strengthen efforts to both comply with reporting and investigation requirements as well as establishing a school culture that accepts differences among students.

Article
Publication date: 6 December 2023

Lisa Maria Beethoven Steene, Lisa Gaylor and Jane L. Ireland

The current review aims to focus on how risk and protective factors for self-harm in secure mental health hospitals are captured in the literature.

Abstract

Purpose

The current review aims to focus on how risk and protective factors for self-harm in secure mental health hospitals are captured in the literature.

Design/methodology/approach

Fifty-seven articles were included in a systematic review, drawn from an initial 1,119 articles, post duplicate removal. Databases included Psycinfo, Psycarticles, Psycnet, Web of Science and EBSCO host. A thematic analysis was used, which included a meta-ethnographic approach for considering qualitative papers.

Findings

There was a clear focus on risk factors, with eight identified (in order of occurrence): raised emotional reactivity and poor emotion regulation; poor mental health; traumatic experiences; personality disorder diagnosis and associated traits; increased use of outward aggression – dual harm; constraints of a secure environment and lack of control; previous self-harm and suicide attempts; and hopelessness. Protective factors featured less, resulting in only three themes emerging (in order of occurrence): positive social support and communication; positive coping skills; and hope/positive outlook.

Research limitations/implications

This includes a proposal to move focus away from “risk” factors, to incorporate “needs”, in terms of individual and environmental factors. There is also a need for more attention to focus on developing high quality research in this area.

Originality/value

The research captures an area where a synthesis of research has not been comprehensively undertaken, particularly with regards to capturing protective as well as risk factors.

Details

Journal of Aggression, Conflict and Peace Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1759-6599

Keywords

Content available
Article
Publication date: 10 May 2023

Chloe Louise Williamson and Kelly Rayner-Smith

This paper aims to discuss the utility of eye movement desensitization and reprocessing (EMDR) therapy as a treatment for children with intellectual disabilities (ID) who have…

Abstract

Purpose

This paper aims to discuss the utility of eye movement desensitization and reprocessing (EMDR) therapy as a treatment for children with intellectual disabilities (ID) who have experienced trauma.

Design/methodology/approach

Relevant National Institute for Health and Care Excellence (NICE) guidance and literature were reviewed to provide support for the use of EMDR as a treatment for trauma in children with ID.

Findings

There is a growing body of evidence which demonstrates that EMDR therapy is successful for the treatment of trauma in adults and children. However, for children with ID, the research is limited despite those with ID being more likely than non-disabled peers to experience trauma such as abuse or neglect.

Practical implications

EMDR can only be facilitated by trained mental health nurses, psychiatrists, psychologists (clinical, forensic, counselling or educational) or occupational therapists or social workers with additional training. Finally, general practitioners who are experienced in psychotherapy or psychological trauma and have accreditation. Therefore, this highlights that there may be a lack of trained staff to facilitate this intervention and that those who are generally working with the client closely and long term such as learning disability nurses are not able to conduct this intervention.

Originality/value

This paper presents an account of NICE guidance and evidence of the efficacy of EMDR as a treatment for adults, children and those with ID.

Details

Advances in Mental Health and Intellectual Disabilities, vol. 18 no. 1
Type: Research Article
ISSN: 2044-1282

Keywords

Open Access
Article
Publication date: 19 May 2023

Shóna O’Donnell, Aishling O’Reilly, Katie Robinson, Eimer Ní Riain and Judith Pettigrew

Higher levels of participation in school are linked to greater academic performance, better health and well-being and positive long-term outcomes for young people. Evidence shows…

1172

Abstract

Purpose

Higher levels of participation in school are linked to greater academic performance, better health and well-being and positive long-term outcomes for young people. Evidence shows that for students with emotional and behavioural difficulties (EBD), participation in school-based occupations is often restricted in comparison to their peers. Given the recent advancements towards introducing a new model of school-based occupational therapy in Ireland, this paper aims to discuss how occupational therapy can support students with EBD to increase their participation within the post-primary school context. The opinions in this paper are derived from the authors’ experience in the development of this practice in the Republic of Ireland.

Design/methodology/approach

The authors reviewed current literature and reflected on current practice to describe the unique role of occupational therapy in supporting students with EBD in the school environment.

Findings

Occupational therapists have potential to play a key role in school-based support for students with EBD. The authors describe how occupational therapists can promote whole school understanding of EBD and enable skill development, self-regulation, participation and school belonging, among youths with EBD. There is a significant lack of literature guiding practice in this area. Further research is required to explore professional issues and identify best practice.

Originality/value

This paper aims to provoke consideration of how school-based occupational therapists can play a crucial role in supporting students with EBD who are otherwise at risk of occupational injustice.

Details

Irish Journal of Occupational Therapy, vol. 51 no. 1
Type: Research Article
ISSN: 2398-8819

Keywords

Article
Publication date: 14 April 2022

Priyanka Tripathi, Prabha S. Dwivedi and Shreya Sharma

The COVID-19 outbreak has significant psychological effects because of reduced support system and social quarantine, making women the worst-hit population of shadow pandemic, i.e…

Abstract

Purpose

The COVID-19 outbreak has significant psychological effects because of reduced support system and social quarantine, making women the worst-hit population of shadow pandemic, i.e. domestic violence. While food shortages, unemployment and increased domestic-work burdens are the immediate effects of the lockdown, women at home have to bear its far-reaching impacts in the long term in the form of domestic abuse, making the study of the psychological impact of domestic violence against women imperative. This paper aims to identify the factors and causes responsible for domestic violence and its psychological impacts on women in different aspects. This paper further focuses on the reasons behind an escalation in psychological violence against women.

Design/methodology/approach

This paper is based on extrapolating data from various journal articles, Indian Government reports, newspaper articles and other printed materials that are recent, relevant and discuss domestic violence and mental stress during the COVID-19 pandemic. Researchers use Indian National Commission for Women’s (NCW) data on complaints received regarding violence against women and domestic abuse in the year 2020 and 15 journal articles that discuss domestic violence against women during the COVID-19 period in different countries to discuss social inequalities and power relations impact on women’ mental health.

Findings

The findings suggest that economic instability during the pandemic and social and cultural norms of India ignited psychological abuse against women during the pandemic. The number of monthly complaints of dowry death, dowry harassment and protection of women against domestic violence reflect on increased registered complaints in the postlockdown period in the year 2020. The number of monthly complaints received by the NCW from January 2020 to December 2020 in India represents that WhatsApp chat is a powerful tool for reporting domestic violence.

Originality/value

The pandemic lockdown has an adverse psychological impact on women, making them suffer from posttraumatic symptoms, substance abuse, panic attacks, depressions, hallucinations, eating disorders, self-harm, etc. This paper strives to reflect upon mitigation strategies to curb domestic violence in India.

Details

International Journal of Human Rights in Healthcare, vol. 16 no. 2
Type: Research Article
ISSN: 2056-4902

Keywords

Book part
Publication date: 4 December 2023

Dewey Cornell

Behavioral threat assessment and intervention is a violence prevention strategy that has become widely used in US schools. Instead of relying on a zero tolerance disciplinary…

Abstract

Behavioral threat assessment and intervention is a violence prevention strategy that has become widely used in US schools. Instead of relying on a zero tolerance disciplinary approach that often leads to school exclusion of students with disabilities, schools can use a multidisciplinary threat assessment team to assess the seriousness and context of a student's behavior and identify appropriate interventions and supports. This process is especially valuable for students with disabilities who are identified as threatening violence. This chapter describes an evidence-based model of threat assessment, the Comprehensive School Threat Assessment Guidelines (CSTAG), 1 reviews some common misunderstandings of threat assessment, and presents a case example illustrating the value of threat assessment in preventing school exclusion, and provides services for a student with a disability.

1 – 10 of over 1000