Trauma and Mental Health As Barriers to Learning and Achievement for Youth in Residential Educational Settings

2014 ◽  
Author(s):  
Michelle V. Porche ◽  
Kara Sabalauskas ◽  
Heidi Ferreira
Keyword(s):  
Mental Health ◽  
Educational Settings ◽  
Barriers To Learning ◽  
Residential Educational ◽  
Learning And Achievement

scholarly journals Why Do Adolescents Self-Harm?

Crisis ◽  
2016 ◽  
Vol 37 (3) ◽  
pp. 176-183 ◽  
Author(s):  
Susan Rasmussen ◽  
Keith Hawton ◽  
Sion Philpott-Morgan ◽  
Rory C. O'Connor
Keyword(s):  
Mental Health ◽  
Help Seeking ◽  
Complex Nature ◽  
Regression Analyses ◽  
Educational Settings ◽  
Time Points ◽  
State Of Mind ◽  
Self Harm ◽  
And Coping

Abstract. Background: Given the high rates of self-harm among adolescents, recent research has focused on a better understanding of the motives for the behavior. Aims: The present study had three aims: to investigate (a) which motives are most frequently endorsed by adolescents who report self-harm; (b) whether motives reported at baseline predict repetition of self-harm over a 6-month period; and (c) whether self-harm motives differ between boys and girls. Method: In all, 987 school pupils aged 14–16 years completed a lifestyle and coping questionnaire at two time points 6 months apart that recorded self-harm and the associated motives. Results: The motive "to get relief from a terrible state of mind" was the most commonly endorsed reason for self-harm (in boys and girls). Interpersonal reasons (e.g., "to frighten someone") were least commonly endorsed. Regression analyses showed that adolescents who endorsed wanting to get relief from a terrible state of mind at baseline were significantly more likely to repeat self-harm at follow-up than those adolescents who did not cite this motive. Conclusion: The results highlight the complex nature of self-harm. They have implications for mental health provision in educational settings, especially in relation to encouraging regulation of emotions and help-seeking.

scholarly journals Stigma-Stop: A Serious Game against the Stigma toward Mental Health in Educational Settings

2017 ◽  
Vol 8 ◽  
Author(s):  
Adolfo J. Cangas ◽  
Noelia Navarro ◽  
José M. A. Parra ◽  
Juan J. Ojeda ◽  
Diego Cangas ◽  
...  
Keyword(s):  
Mental Health ◽  
Serious Game ◽  
Educational Settings

scholarly journals Trends in the provision of residential educational placements available for young people with learning disabilities/autism in England

2017 ◽  
Vol 22 (4) ◽  
pp. 222-229 ◽  
Author(s):  
Serena Rose Louisa Tomlinson ◽  
Peter McGill ◽  
Nick Gore ◽  
Jessie Humphreys
Keyword(s):  
Young People ◽  
Residential Home ◽  
Special Educational Needs ◽  
Educational Settings ◽  
Content Type ◽  
Charitable Organisation ◽  
Project Data ◽  
Educational Placements ◽  
Age Range ◽  
Residential Educational

Purpose Little is known about the characteristics of residential educational settings for young people with intellectual or developmental disabilities (IDD) in England. Previous research has focussed on the characteristics and experiences of the young people attending such settings rather than the setting itself; therefore, an overview of national provision is needed. The paper aims to discuss these issues. Design/methodology/approach As part of a larger project, data were collected for all residential schools and colleges in England. Data relate to settings offering residential provision for at least 4 nights per week for 30 weeks per year, either at the school/college itself, or in an associated residential home. Due to the remit of the main project, settings offering placements only to young people aged under 16 were excluded. Data were collected from a range of sources, including school/college websites, Ofsted and Department for Education resources, and liaison directly with the setting. Findings In total, 342 residential educational settings were identified with 57 of these offering post-16 provisions only. A range of data is presented about these settings, including location, placement numbers and types available, age range catered for, special educational needs categories registered for, governance arrangements (e.g. LA maintained, privately owned, and charitable organisation), and Ofsted educational ratings. Originality/value These data provide a national overview of residential educational settings for young people with IDD. This enables a clearer picture of the location and type of provision offered and allows comparisons both within and between areas.

scholarly journals Mathematics anxiety – where are we and where shall we go?

2021 ◽  
Author(s):  
Krzysztof Cipora ◽  
Flávia H. Santos ◽  
Karin Kucian ◽  
Ann Dowker
Keyword(s):  
Mental Health ◽  
Construct Validity ◽  
Mathematics Anxiety ◽  
Well Being ◽  
Educational Settings ◽  
Cognitive Measures ◽  
Opposite Pole ◽  
Health And Well Being

In this paper we list ten fairly undisputed claims about Mathematics Anxiety (MA) and propose where MA research should focus on. The areas future MA research should focus on comprise (a) theoretical clarifications on what MA is, and what constitutes its opposite pole, (b) construct validity – specifically relations between self-descriptive, (neuro)physiological and cognitive measures, (c) discrepancy between state and trait MA and its theoretical and practical consequences, (d) prevalence of MA and call for establishing external criteria for estimating prevalence and proposal of such criteria, (e) exploring role of MA in different groups, e.g., highly anxious and high match performing individuals, (f) classroom applications of MA knowledge, (g) effects of MA outside educational settings, (h) consequences of MA on mental health and well-being.

Addressing Trauma and Other Barriers to Learning and Teaching: Developing a Comprehensive System of Intervention

2012 ◽  
pp. 265-286 ◽  
Author(s):  
Howard s. Adelman ◽  
Linda Taylor
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Student Learning ◽  
Emotional Problems ◽  
Systemic Approach ◽  
Comprehensive System ◽  
Learning Behavior ◽  
Barriers To Learning ◽  
Learning And Teaching

This chapter clarifies why efforts to address problems related to trauma in schools need to go well beyond just enhancing availability and access to individual, clinically-oriented mental health services. From this perspective, we emphasize that trauma and all other student learning, behavior, and emotional problems can and should be approached within the context of a comprehensive system of intervention within schools and school districts. Specifically highlighted are the nature and scope of a unifying and comprehensive systemic approach and the mechanisms needed to develop and sustain it.

Barriers to learning online experienced by students with a mental health disability

2017 ◽  
Vol 38 (3) ◽  
pp. 336-352 ◽  
Author(s):  
Dean McManus ◽  
Rachel Dryer ◽  
Marcus Henning
Keyword(s):  
Mental Health ◽  
Barriers To Learning
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