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Gray K, Marlotte L, Aralis H, Kaufman J, Kataoka S, Venegas-Murillo A, Lester P, Escudero P, Ijadi-Maghsoodi R. Understanding and Addressing the Needs of Students in Special Education Through a Trauma-Informed Resilience Curriculum. SOCIAL WORK IN PUBLIC HEALTH 2024; 39:405-421. [PMID: 38722275 DOI: 10.1080/19371918.2024.2316866] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2024]
Abstract
This school program evaluation aims to highlight the mental health needs of students in special education with behavioral and emotional challenges and describe the implementation of a resilience curriculum with this population. We evaluated district mental health data from a convenience sample of 814 students in grades 5-12 special education to identify risk for mental health symptoms, violence exposure, and substance use. School social workers provided feedback on the implementation of the resilience curriculum to inform program evaluation. Students reported significant risk for traumatic stress, anxiety, and depressive symptoms, and high rates of violence exposure and substance use. School social workers described adaptations to the resilience curriculum and gave recommendations for future implementation. Students receiving special education services for behavioral and emotional challenges had high mental health need, including high rates of violence exposure, and may benefit from a trauma-informed school-based resilience curriculum adapted for their needs.
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Affiliation(s)
- Kristin Gray
- Nathanson Family Resilience Center, Jane and Terry Semel Institute for Neuroscience & Human Behavior at UCLA, Los Angeles, California, USA
| | - Lauren Marlotte
- Division of Population Behavioral Health, Jane and Terry Semel Institute for Neuroscience & Human Behavior at UCLA, Los Angeles, California, USA
| | - Hilary Aralis
- Department of Biostatistics, UCLA Fielding School of Public Health, Los Angeles, California, USA
| | - Joshua Kaufman
- Public School Student Health and Human Services and Psychiatric Social Worker, USA
| | - Sheryl Kataoka
- Division of Population Behavioral Health, Jane and Terry Semel Institute for Neuroscience & Human Behavior at UCLA, Los Angeles, California, USA
- Center for Health Services and Society, Jane and Terry Semel Institute for Neuroscience and Human Behavior at UCLA, Los Angeles, California, USA
| | - Angela Venegas-Murillo
- Department of Pediatrics, Charles R. Drew University of Medicine and Science, Los Angeles, California, USA
| | - Patricia Lester
- Division of Population Behavioral Health, Jane and Terry Semel Institute for Neuroscience & Human Behavior at UCLA, Los Angeles, California, USA
| | - Pia Escudero
- Public School Student Health and Human Services and Psychiatric Social Worker, USA
| | - Roya Ijadi-Maghsoodi
- Division of Population Behavioral Health, Jane and Terry Semel Institute for Neuroscience & Human Behavior at UCLA, Los Angeles, California, USA
- VA Health Service Research & Development (HSR&D) Center for the Study of Healthcare Innovation, Implementation & Policy (CSHIIP), VA Greater Los Angeles Healthcare System, Los Angeles, California, USA
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Toledo NDN, de Almeida GS, da Silva NC, Coimbra L, Monteiro SA, Bitar ACO, Homem FDB, Brito I. Cardiovascular Risk and Lifestyle: comparison between teaching workers in Portugal and Brazil. Rev Bras Enferm 2024; 77:e20230354. [PMID: 38896711 PMCID: PMC11178320 DOI: 10.1590/0034-7167-2023-0354] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Accepted: 12/11/2023] [Indexed: 06/21/2024] Open
Abstract
OBJECTIVE Compare Cardiovascular Risk between workers in Brazil and Portugal who work in the teaching context and its relationship with Lifestyle and Common Mental Disorder. METHODS Cross-sectional study that compared the cardiovascular health conditions of teaching workers in Manaus (Brazil) and Coimbra (Portugal). The odds ratio between groups was estimated. RESULTS The differences were: Smoking and hypercholesterolemia in participants from Portugal. Hypertension, chronic disease, increased abdominal perimeter, common mental disorder, and absence from work in Brazil. The variables with the greatest effect for high cardiovascular risk were: Country-Portugal [17.273 (95%CI1.538-193.951)], sex-male [61.577 (95%CI5.398-702.469)] and smoking [593.398 (95%CI57.330-6.142.020)]. CONCLUSION The differences in risk between groups showed that participants from Portugal, men, with high blood pressure and/or smokers are the most vulnerable to having a cardiovascular event. There is a need for interventions to promote cardiovascular health in the workplace in both countries.
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Affiliation(s)
| | | | | | - Luana Coimbra
- Universidade Federal do Amazonas. Manaus, Amazonas, Brazil
| | | | | | - Filipa de Brito Homem
- Centro Hospitalar e Universitário de Coimbra EPE, Unidade de Cuidados Intensivos Cardíacos. Coimbra, Portugal
| | - Irma Brito
- Escola Superior de Enfermagem de Coimbra & UICISA. Coimbra, Portugal
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Barry AR, Hoffman E, Martinez-Charleston E, DeMario M, Stewart J, Mohiuddin M, Mihelicova M, Brown M. Trauma-informed interactions within a trauma-informed homeless service provider: Staff and client perspectives. JOURNAL OF COMMUNITY PSYCHOLOGY 2024; 52:415-434. [PMID: 38093668 DOI: 10.1002/jcop.23102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Revised: 10/26/2023] [Accepted: 11/21/2023] [Indexed: 02/10/2024]
Abstract
This study aims to provide practical insights for developing trauma-informed interaction strategies between service providers and participants in homeless service organizations (HSOs). Twelve providers and 17 participants were interviewed for a qualitative study on trauma-informed care (TIC) within an HSO. Thematic analysis revealed six themes regarding provider approaches to TIC interactions with participants: provide a sounding board, promote safety, foster understanding and respect, build relationships and trust, facilitate connection to services, and ensure flexibility in service provision. Participants noted three themes regarding their views of TIC interactions with providers: possess education and experience, build relationships and trust, and demonstrate supportive interpersonal styles. This study describes the application of TIC within an HSO, emphasizing the importance of supportive, positive interactions that promote understanding, respect, and trust. It highlights key factors in service provision. The findings expand our understanding of TIC implementation in HSOs and suggest areas for improvement.
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Affiliation(s)
- Amanda R Barry
- Department of Psychology, DePaul University, Chicago, Illinois, USA
| | - Erin Hoffman
- Department of Psychology, DePaul University, Chicago, Illinois, USA
| | | | - Milena DeMario
- Department of Psychology, DePaul University, Chicago, Illinois, USA
| | - Justine Stewart
- Department of Psychology, DePaul University, Chicago, Illinois, USA
| | | | | | - Molly Brown
- Department of Psychology, DePaul University, Chicago, Illinois, USA
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Wang Q, Zainal Abidin NE, Aman MS, Wang N, Ma L, Liu P. Cultural moderation in sports impact: exploring sports-induced effects on educational progress, cognitive focus, and social development in Chinese higher education. BMC Psychol 2024; 12:89. [PMID: 38388547 PMCID: PMC10885384 DOI: 10.1186/s40359-024-01584-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2023] [Accepted: 02/11/2024] [Indexed: 02/24/2024] Open
Abstract
BACKGROUND This research examines the nuanced challenges confronting Chinese university students within the dynamic milieu of Chinese education. The study comprehensively investigates factors encompassing educational progress, social development, cognitive focus, and Psychological Well-being (PWB), specifically emphasizing the role of sports participation. METHODS To scrutinize the moderation-mediation nexus between cultural context and social development, a distribution of 500 questionnaires was administered to Chinese university students, yielding 413 responses, corresponding to an 82.6% response rate. Methodologically, this study employed moderation and mediation analyses, incorporating statistical techniques such as a principal component matrix, factor analysis, and hierarchical regression. FINDINGS Prominent findings underscore the significant impact of age on educational progress, shaping the trajectory of academic advancement. Cumulative Grade Point Average (CGPA) emerges as a promising metric, establishing a link between academic performance and educational progress. Active involvement in sports and physical activities (PSPA) positively affects academic performance and study habits. Participation in sports teams and clubs (ISTC) enriches social development by nurturing interpersonal relationships, teamwork, and leadership skills. Sports activities (ESA) correlate with enhanced cognitive focus and improved psychological well-being. Significantly, the findings unveil a nuanced association between Perceived Social Development Through Sports (PSDTS) and educational progress. CONCLUSIONS Cultural Context (CC) moderates PSDTS, Sport-induced Cognitive Focus (SICF), and PWB, influencing educational progress. This study emphasizes the need for enhanced support systems-academic guidance, awareness, sports programs, and cultural competence training-to advance student well-being and academic achievement in China, fostering an empowering educational environment for societal progress.
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Affiliation(s)
- Qinglei Wang
- Faculty of Sports and Exercise Science, Universiti Malaya, Kuala Lumpur, Malaysia
| | | | - Mohd Salleh Aman
- Faculty of Sports and Exercise Science, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Nina Wang
- Department of Educational Psychology & Counselling, Faculty of Education, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Luhong Ma
- Department of Sport Studies, Faculty of Educational Studies, Universiti Putra Malaysia, 43300, Seri Kembangan, Selangor, Malaysia
| | - Pan Liu
- Department of Sport Studies, Faculty of Educational Studies, Universiti Putra Malaysia, 43300, Seri Kembangan, Selangor, Malaysia
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Ding X, Lightfoot E, Berkowitz R, Guz S, Franklin C, DiNitto DM. Characteristics and Outcomes of School Social Work Services: A Scoping Review of Published Evidence 2000-June 2022. SCHOOL MENTAL HEALTH 2023; 15:1-25. [PMID: 37359159 PMCID: PMC10187493 DOI: 10.1007/s12310-023-09584-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/09/2023] [Indexed: 06/28/2023]
Abstract
School social workers are integral to the school mental health workforce and the leading social service providers in educational settings. In recent decades, school social work practice has been largely influenced by the multi-tiered systems of support (MTSS) approach, ecological systems views, and the promotion of evidence-based practice. However, none of the existing school social work reviews have examined the latest characteristics and outcomes of school social work services. This scoping review analyzed and synthesized the focuses and functions of school social workers and the state-of-the-art social and mental/behavioral health services they provide. Findings showed that in the past two decades, school social workers in different parts of the world shared a common understanding of practice models and interests. Most school social work interventions and services targeted high-needs students to improve their social, mental/behavioral health, and academic outcomes, followed by primary and secondary prevention activities to promote school climate, school culture, teacher, student, and parent interactions, and parents' wellbeing. The synthesis also supports the multiple roles of school social workers and their collaborative, cross-systems approach to serving students, families, and staff in education settings. Implications and directions for future school social work research are discussed.
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Affiliation(s)
- Xiao Ding
- Steve Hicks School of Social Work, The University of Texas at Austin, 1925 San Jacinto Blvd 3.112, Austin, TX 78712 USA
| | - Estilla Lightfoot
- School of Social Work, Western New Mexico University, Silver City, NM USA
| | - Ruth Berkowitz
- School of Social Work, University of Haifa, Haifa, Israel
| | - Samantha Guz
- Crown Family School of Social Work, Policy, and Practice, University of Chicago, Chicago, IL USA
| | - Cynthia Franklin
- Steve Hicks School of Social Work, The University of Texas at Austin, 1925 San Jacinto Blvd 3.112, Austin, TX 78712 USA
| | - Diana M. DiNitto
- Steve Hicks School of Social Work, The University of Texas at Austin, 1925 San Jacinto Blvd 3.112, Austin, TX 78712 USA
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López V, Ramírez L, López-Concha R, Ascorra P, Álvarez JP, Carrasco-Aguilar C, Jervis P, Squicciarini AM, Simonsohn A, Contreras T, Opazo H. Wellbeing of School Communities in the Context of COVID-19 Pandemic: A Qualitative Study in Chilean Low-SES Schools. Front Psychol 2022; 13:853057. [PMID: 35478757 PMCID: PMC9036095 DOI: 10.3389/fpsyg.2022.853057] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2022] [Accepted: 03/14/2022] [Indexed: 11/15/2022] Open
Abstract
The COVID-19 pandemic continues to impact schools and how education is conveyed to students. One of the aspects that has gained strength is supporting the wellbeing of educational communities. The purpose of this study was to describe and understand the construction of school wellbeing during the pandemic, based on the notion of collective and sustainable wellbeing. Through a qualitative design, we conducted a study in four Chilean low-SES schools in which a national school mental health program is implemented. A total of 41 in-depth interviews and one group interview were conducted with students, parents, teacher, teacher assistants, school principals, psychosocial professionals, and the school mental health officers during the second half of the 2020 school year. Thematic content analyses showed that, while facing the school closure challenges, schools strived to protect students’ and teachers’ wellbeing. However, participants highlighted necessary conditions for sustaining the school community’s wellbeing and mental health in the context of the COVID-19 pandemic: assuring digital connectivity for all students; coordinated work with families and within the school; strengthening networks; curriculum adaptation and diversified pedagogical strategies; and emotional support toward teachers, families, and students. We discuss these findings and their implications for a sustainable and collective perspective of the wellbeing of school communities in low-SES schools, as well as for policy, practice, and research from the perspective of schools for social justice and health promotion.
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Affiliation(s)
- Verónica López
- School of Psychology, Faculty of Philosophy and Education, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
- Center for Research in Inclusive Education, Viña del Mar, Chile
- *Correspondence: Verónica López,
| | - Lorena Ramírez
- Faculty of Health and Social Sciences, Universidad de Las Américas, Santiago, Chile
| | - Romina López-Concha
- School of Psychology, Faculty of Philosophy and Education, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Paula Ascorra
- School of Psychology, Faculty of Philosophy and Education, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
- Center for Research in Inclusive Education, Viña del Mar, Chile
| | - Juan Pablo Álvarez
- School of Psychology, Faculty of Philosophy and Education, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
- Center for Research in Inclusive Education, Viña del Mar, Chile
| | - Claudia Carrasco-Aguilar
- Department of Mediations and Subjectivities, Faculty of Social Science, Universidad de Playa Ancha, Valparaíso, Chile
| | - Pamela Jervis
- Center for Research in Inclusive Education, Viña del Mar, Chile
- Department of Industrial Engineering, Faculty of Physical Sciences and Mathematics, Universidad de Chile, Santiago, Chile
- Millennium Institute for Research in Market Imperfections and Public Policy, Universidad de Chile, Santiago, Chile
- Institute for Fiscal Studies, London, United Kingdom
| | | | - Ariela Simonsohn
- Department of Programs, Junta Nacional de Auxílio Escolar y Becas, Santiago, Chile
| | - Tabata Contreras
- School of Psychology, Faculty of Philosophy and Education, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Héctor Opazo
- School of Psychology, Faculty of Philosophy and Education, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
- Center for Research in Inclusive Education, Viña del Mar, Chile
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