A mixed-methods study of a social emotional curriculum for Black male success: A school-based pilot study of the Brothers of Ujima

2017 ◽  
Vol 55 (1) ◽  
pp. 76-84 ◽  
Author(s):  
Scott L. Graves ◽  
Candice Aston
Keyword(s):  
Mixed Methods ◽  
Pilot Study ◽  
Black Male ◽  
Mixed Methods Study ◽  
Social Emotional ◽  
School Based

scholarly journals When the Kids Are Not Alright: School Counseling in the Time of COVID-19

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110336
Author(s):  
Mandy Savitz-Romer ◽  
Heather T. Rowan-Kenyon ◽  
Tara P. Nicola ◽  
Emily Alexander ◽  
Stephanie Carroll
Keyword(s):  
Postsecondary Education ◽  
School Counselors ◽  
Role Expectations ◽  
Mixed Methods Study ◽  
Concerted Effort ◽  
Social Emotional ◽  
School Based ◽  
Group Data ◽  
Focus Group Data ◽  
American Children

The unprecedented arrival of COVID-19 upended the lives of American children with rapid shifts to remote and hybrid schooling and reduced access to school-based support. Growing concerns about threats to students’ mental health and decreased numbers of students transitioning to postsecondary education suggest access to school counselors is needed more than ever. Although previous research on school counselors finds they promote positive postsecondary, social emotional, and academic outcomes for students, further studies highlight the organizational constraints, such as an overemphasis on administrative duties and unclear role expectations, that hinder their work. Drawing on survey and focus group data, our mixed methods study documents school counselors’ experiences during the COVID-19 crisis, including the opportunities and constraints facing their practice. Findings suggest there should be a concerted effort to reduce the role ambiguity and conflict in counselors’ roles so they are better able to meet students’ increased needs.

Unintended lessons of SEL programs

2019 ◽  
Vol 100 (5) ◽  
pp. 59-62 ◽  
Author(s):  
Madora Soutter
Keyword(s):  
Mixed Methods ◽  
Social Emotional Learning ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Mixed Methods Study ◽  
Power Dynamics ◽  
Social Emotional ◽  
Social And Emotional ◽  
Teachers And Students

A mixed-methods study of a large social-emotional learning (SEL) program revealed notable disparities in the ways that teachers and students perceived the program’s impact. Teachers believed the initiative empowered students, while the students themselves described the program as one that emphasized compliance. Madora Soutter summarizes her findings and offers three recommendations for teachers and administrators implementing social and emotional learning initiatives: Evaluate the intention behind SEL programming to avoid a deficit mindset; anticipate implementation roadblocks, such as the tension between some SEL programs and the inherent power dynamics in schools; and actively, authentically listen to students.

scholarly journals Evaluating a Technology-Mediated HPV Vaccination Awareness Intervention: A controlled, Quasi-Experimental Mixed Methods Study

2020 ◽  
Author(s):  
Heather M Brandt ◽  
Beth Sundstrom ◽  
Courtney M. Monroe ◽  
Gabrielle Turner-McGrievy ◽  
Chelsea Larsen ◽  
...  
Keyword(s):  
College Students ◽  
Social Media ◽  
Health Promotion ◽  
Mixed Methods ◽  
Pilot Study ◽  
Hpv Vaccination ◽  
Mixed Methods Study ◽  
Healthy Weight ◽  
Quasi Experimental ◽  
Catch Up

Abstract Background College-aged women and men are at increased risk of acquiring human papillomavirus (HPV) and are considered an important catch-up population for HPV vaccination. Technology provides an attractive platform for HPV vaccination interventions. Limited research has explored technology-mediated HPV vaccination awareness interventions aimed at college students. The purpose of this pilot study was to evaluate a novel, technology-mediated, social media-based intervention to promote HPV vaccination among college students.Methods A controlled, quasi-experimental, mixed methods study examined the feasibility of a technology-based intervention among two undergraduate classes (n = 58) at a public university in the southeastern United States of America. Classes were randomized by coin flip to receive one of two cancer prevention programs (i.e., HPV vaccination [intervention] or healthy weight [control]). Both programs contained eight technology-mediated health promotion sessions, including weekly emails and private Facebook group posts. Participants completed a pre- and post-test web-based survey and submitted weekly qualitative reflections. Data were analyzed using descriptive statistics for quantitative data and thematic review for qualitative data.Results Knowledge of HPV and HPV vaccination improved among participants in the HPV vaccination intervention relative to those in the control condition. Participants (97%) interacted on Facebook by “liking” a post or comment or posting a comment. Participants reported that Facebook was easy to use and encouraged interaction, which contributed to the success of the intervention.Conclusion Participants demonstrated robust engagement and high treatment satisfaction. Objective measures and qualitative open-ended assessment of the intervention showed high levels of engagement with the electronic newsletters and Facebook group. This pilot study suggests that social media is an effective platform to reach college students with health promotion interventions and increase HPV vaccination awareness in this important catch-up population.

scholarly journals Conceptualizing the process of supporting youths' psychological needs and intrinsic motivation within school based agricultural education programs : a mixed methods study

2017 ◽  
Author(s):  
◽  
Amanda Michelle Bowling
Keyword(s):  
Mixed Methods ◽  
Intrinsic Motivation ◽  
Agricultural Education ◽  
Student Motivation ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Mixed Methods Study ◽  
Motivational Strategies ◽  
Substantive Theory ◽  
School Based

The purpose of this mixed methods study was to identify the strategies, actions, and processes School Based Agricultural Education (SBAE) teachers utilize to support the psychological needs and intrinsic motivation of students. Through an exploratory sequential design, quantitative instruments were first utilized to gauge the motivational climate of the programs and the teachers' tendencies to either be autonomy supporting or controlling. Qualitative grounded theory interviews and observations were utilized to determine the actions and processes of needs support within the program. Through the convergent analysis a substantive theory was formed which identified the process for supporting SBAE student psychological needs. Within the theory, teacher motivational beliefs emerged as the context to which the needs support process was fostered and developing and supported the need for relatedness emerged as the central phenomenon. Within the process, teachers also utilized extrinsic and intrinsic motivational strategies, along with the intracurricular nature of SBAE programs to foster and strengthen student motivation. Students experienced a range of outcomes including support for the need of competence, support and thwart for the need of autonomy, and a range of extrinsic and intrinsic motivational outcomes.

A Sense of Readiness for Employment Among Undergraduate OT Students: A Mixed-Methods Study

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505194p1-7512505194p1
Author(s):  
Ruth Shoham ◽  
Yael Fogel
Keyword(s):  
Mixed Methods ◽  
Pilot Study ◽  
Mixed Methods Study ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Before And After ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Undergraduate OT students face great challenges when transitioning to employment. A meaningful combination of theoretical knowledge, practical skills, and personal abilities provides them a better sense of readiness for their future roles as OTs, which requires caring for clients and resilience in dealing with difficult, life-changing events. This mixed-methods pilot study empirically examines those variables before and after students’ last fieldwork training. Primary Author and Speaker: Ruth Shoham Additional Authors and Speakers: Yael Fogel

scholarly journals The Value of a Qualitative Pilot Study in a Multi-Phase Mixed Methods Research

2019 ◽  
Author(s):  
Clavia Williams-McBean
Keyword(s):  
Qualitative Research ◽  
Mixed Methods ◽  
Pilot Study ◽  
Mixed Methods Research ◽  
Mixed Methods Study ◽  
Pilot Studies ◽  
Effective Implementation ◽  
Research Protocols ◽  
Multi Phase ◽  
Qualitative Phase

There is debate about the need for pilot studies in qualitative research and limited publications on its usefulness as a part of a mixed methods study which includes a qualitative phase. This qualitative pilot study was a part of a multiphase mixed methods research which investigated the nature of assessment in Jamaican secondary schools. The larger study aimed at developing a model for more effective implementation of formative assessment in the teaching of English at the secondary level. This article discusses the value of pilot studies in qualitative research in general and as a part of a multiphase mixed methods research. The qualitative pilot study was valuable in helping me to refine the research protocols, pre-empt possible challenges and increase my training and confidence in conducting qualitative research. Consequently, it added to the legitimation on the overall mixed methods research. Qualitative pilot studies are necessary especially for novice qualitative and mixed methods researchers.

scholarly journals 1072Mental health difficulties among adolescents in Ghana, coping mechanisms and the support systems: a mixed-methods study

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Faith Agbozo ◽  
Noella Dufie Amobaa ◽  
Silvia Runge-Ranzinger ◽  
Pauline Grys
Keyword(s):  
Mental Health ◽  
Substance Abuse ◽  
Domestic Violence ◽  
Mixed Methods ◽  
Coping Strategies ◽  
Qualitative Data ◽  
Support Systems ◽  
Mixed Methods Study ◽  
School Based ◽  
Mental Health Difficulties

Abstract Background Despite their vulnerability, mental health of adolescents has received little attention in developing countries. We investigated the mental health difficulties faced by adolescents, their coping strategies and school-based support systems. Methods Design was a convergent mixed-methods study. Quantitative data was collected using the validated strengths and difficulties questionnaire to assess the mental health of 405 adolescents in four senior high schools (SHS) in the Techiman Municipality, Ghana. Qualitative data was collected through in-depth interview with 18 teachers and seven focused group discussions among 35 students. Adjusted odds ratio (OR) for mental health difficulties were estimated through ordinal logistic regression in Stata 14.2. Qualitative data were analysed by thematic content analysis using ATLAS.ti 7.1. Results Over half (58.5%) experienced abnormalities related to peer (20.5%), emotional (16.3%), conduct (13.3%) and hyperactivity (3.0%) problems and prosocial behaviours (5.4%). Significant determinants were being female (OR = 2.27, 95% confidence interval [CI]:1.47-3.50), bullied (OR = 1.72, CI:1.07-2.75), domestic violence (OR = 1.87, CI:1.10-3.17), substance abuse (OR = 8.14, CI: 1.41-46.8), academic pressure (OR = 2.40, CI:1.30-4.42), and perceived poor performance (OR = 7.36 CI:2.83-19.16). Mental health difficulties were attributed to financial challenges, spiritual influences, intimate relationships, bullying, and domestic violence. Coping strategies included isolation, substance abuse and spiritual help. Guidance and counselling unit, the main support system, was ineffective due to issues with trust, confidentially, and qualified counsellors. Conclusions As mental health difficulties were prevalent, school-based support systems, particularly guidance and counselling needs strengthening, including being manded by trained personnel. It is time to incorporate mental health education into school curricula. Key messages Mental disorders among adolescents are common. While guardians and religious bodies are critical, many of the triggers occur in school necessitating mental health-friendly school environments.

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