scholarly journals School Counselor Use of Narrative Therapy to Support Students of Color Transitioning from an Alternative School Setting

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Natoya Hill Haskins ◽  
Leonissa Johnson ◽  
Lee Grimes ◽  
Autumn Moore ◽  
Candice Norris-Brown
Keyword(s):  
Students Of Color ◽  
Narrative Therapy ◽  
School Counselor ◽  
Alternative School ◽  
School Setting ◽  
Support Students

Embracing School Counselors’ Situatedness: Data-Based Decision Making as Fulfillment of a Complex Identity

2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110119
Author(s):  
Brett Zyromski ◽  
Catherine Griffith ◽  
Jihyeon Choi
Keyword(s):  
Decision Making ◽  
School Counselors ◽  
School Counselor ◽  
Use Of Data ◽  
Counselor Identity ◽  
Using Data ◽  
Definition Of ◽  
Support Students ◽  
Students Success ◽  
Data Based Decision Making

Since at least the 1930s, school counselors have used data to inform school counseling programming. However, the evolving complexity of school counselors’ identity calls for an updated understanding of the use of data. We offer an expanded definition of data-based decision making that reflects the purpose of using data in educational settings and an appreciation of the complexity of the school counselor identity. We discuss implications for applying the data-based decision-making process using a multifaceted school counselor identity lens to support students’ success.

HIV Prevention Among Incarcerated Male Adolescents in an Alternative School Setting

2010 ◽  
Vol 16 (1) ◽  
pp. 27-38 ◽  
Author(s):  
Michele Mouttapa ◽  
Donnie W. Watson ◽  
William J. McCuller ◽  
Chris Reiber ◽  
Winnie Tsai ◽  
...  
Keyword(s):  
Hiv Prevention ◽  
Alternative School ◽  
School Setting ◽  
Male Adolescents

scholarly journals “Some Teachers Just Simply Care”: Respect in Urban Student-Teacher Relationships

2017 ◽  
Author(s):  
Alexandra F. Singer ◽  
Shannon Audley
Keyword(s):  
Academic Success ◽  
Emerging Adults ◽  
Student Teacher ◽  
Students Of Color ◽  
School Setting ◽  
Golden Rule ◽  
Policy Changes ◽  
Personal Lives ◽  
Teacher Relationships ◽  
Student Teacher Relationships

Teachers are ethically obligated to care for their students. One overlooked means of demonstrating care is through respect. However, because respectful behaviors are culturally dependent, exploring experiences of respect from students of color is needed to provide insight into student-teacher relationships. To understand students’ experiences of respect from teachers in the school setting, we interviewed 12 adolescents and emerging adults of color (M age = 17, SD age = 1.81) who attended Urban schools, about their experiences of respect from their teachers. We deductively and inductively coded the interviews separately for definitions of respect and experiences of respect from teachers using six themes of respect. Ultimately, youth often defined respect as the golden rule and politeness. However, when discussing instances of respect with teachers, youth described teachers demonstrating care for students’ personal lives and academic success. Our findings suggest that students identify behaviors associated with care as respectful, which diverge from decontextualized definitions of respect. Policy changes should focus on promoting student-teacher relationships, focusing on culturally sensitive teaching and caring for students. Specifically, policy should support classroom level changes, such as the co-construction of respect expectations between students and teachers.

scholarly journals Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries

2018 ◽  
Author(s):  
Anne M. Hayes ◽  
Eileen Dombrowski ◽  
Allison H. Shefcyk ◽  
Jennae Bult
Keyword(s):  
Learning Disabilities ◽  
System Development ◽  
School Administrators ◽  
School Setting ◽  
Students With Learning Disabilities ◽  
Middle Income ◽  
Middle Income Countries ◽  
Complex Process ◽  
Support Students ◽  
Low And Middle Income

Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.

scholarly journals School‐wide implementation of positive behavioral interventions and supports in an alternative school setting: A case study

2019 ◽  
Vol 47 (6) ◽  
pp. 1493-1513
Author(s):  
Amy‐Jane Griffiths ◽  
Elena Lilles Diamond ◽  
James Alsip ◽  
Michael Furlong ◽  
Gale Morrison ◽  
...  
Keyword(s):  
Behavioral Interventions ◽  
Alternative School ◽  
School Setting ◽  
Positive Behavioral Interventions

Out of School, out of Luck

Pained ◽  
2020 ◽  
pp. 77-80
Author(s):  
Michael D. Stein ◽  
Sandro Galea
Keyword(s):  
Mental Health Professionals ◽  
Students Of Color ◽  
Parental Support ◽  
Disciplinary Action ◽  
Traumatic Experiences ◽  
Social Challenges ◽  
Implicit Biases ◽  
Increased Risk ◽  
Support Students ◽  
Out Of School

This chapter explores the health of students. Out-of-school suspension is linked to lower grades, increased expulsions, and increased risk of incarceration. Disciplinary action through suspension is centered on a student’s behavior, which is often influenced by complex social challenges such as poverty, mental illness, and lack of parental support. Indeed, most suspensions result from multiple school absences and tardy reports, which are commonly linked to difficult family situations. Moreover, teachers’ implicit biases also contribute to the harshness of the punishment they dispense. Research shows that students of color suffer from harsher disciplinary outcomes from white teachers than from teachers of the same race. And boys and black students make up the majority of suspension cases. There are ways people can address this unfairness. Schools in Massachusetts have attempted to collaborate with mental health professionals and social workers to support students undergoing traumatic experiences. Districts in Texas have introduced “personal break rooms” where children can calm down and redirect their emotions after a frustrating incident. These are examples of how people can address students’ behavior, while reducing the inequalities that can influence disciplinary actions. Such steps can help create better learning environments, with the aim of producing healthier students.

Gendered and Racial Microaggressions in STEM

2021 ◽  
pp. 1269-1283
Author(s):  
Amanda J. Rockinson-Szapkiw ◽  
Katherine Wade-Jaimes
Keyword(s):  
Students Of Color ◽  
School Setting ◽  
Racial Microaggressions ◽  
Urban School ◽  
People Of Color ◽  
Science Technology ◽  
Stem Workforce ◽  
And Mathematics

Women and people of color remain underrepresented in science, technology, engineering, and mathematics (STEM) workforce and academia. In this chapter, the authors focus on the experience of girls and students of color in urban STEM classrooms through the lens of microaggressions theory. Within this chapter, the authors define macroaggression and discuss the various types (e.g., microinsults, microinvalidations, microassaults). Consequences of microaggressions are discussed and strategies are presented to address microaggressions within the PreK-12 urban school setting.

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