Zeitschriftenartikel: „The chameleons of school-health teams“

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Harries, Priscilla A., und Ken Gilhooly. „Generic and Specialist Occupational Therapy Casework in Community Mental Health Teams“. British Journal of Occupational Therapy 66, Nr. 3 (März 2003): 101–9. http://dx.doi.org/10.1177/030802260306600303.

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The aim of this research was to conduct a cluster analysis on data from 40 community mental health occupational therapists to determine if subgroups of therapists had differing referral prioritisation policies. A Ward's cluster analysis showed four clusters to be present. These four subgroups of occupational therapists were found to differ according to several factors: the percentage of role dedicated to specialist occupational therapy or generic work, satisfaction with the balance in these roles, the number of hours worked, the number of professionally trained team members and the presence of referral prioritisation policies. The subgroups were named the aspiring specialists, the satisfied specialists, the satisfied genericists and the chameleons (those not set in applying a consistent or specific policy). The policies that led to mainly generic working gave greatest importance to clients who were potentially violent or at risk of suicide. The policies that led to more of an occupational therapy role gave particular importance to the reason for referral and the client's diagnosis. The College of Occupational Therapists has recommended that the majority of casework should be focused on specialist occupational therapy interventions (Craik et al 1998): most of the participants in this study were not meeting this recommendation. Although some aspired to being more specialist, the pressures to work generically may have been affecting referral policies.

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Cheung, Karen, Catherine A. Lesesne, Catherine N. Rasberry, Elizabeth Kroupa, Deborah Fisher, Leah Robin und Seraphine Pitt Barnes. „Barriers and Facilitators to Sustaining School Health Teams in Coordinated School Health Programs“. Health Promotion Practice 18, Nr. 3 (19.04.2016): 418–27. http://dx.doi.org/10.1177/1524839916638817.

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HARRIS, KATHLEEN C. „School-Based Bilingual Special Education Teacher Assistance Teams“. Remedial and Special Education 16, Nr. 6 (November 1995): 337–43. http://dx.doi.org/10.1177/074193259501600603.

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This article discusses the establishment of school-based bilingual special education teams in one, primarily hispanic, school district located in an urban southwest city. the discussion is based on field notes, transcripts of unstructured interviews and conference presentations, and documents produced by team members. the issues discussed relate to the following areas: perceptions of team members' roles in the school, problems in assuming an active classroom consultation role, problems in supporting the maintenance of school-based teams, and differences in perceptions of the consultant's status with respect to these school-based teams.

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Reuterswärd, Marina, und Ingrid Hylander. „Shared responsibility: school nurses' experience of collaborating in school-based interprofessional teams“. Scandinavian Journal of Caring Sciences 31, Nr. 2 (21.07.2016): 253–62. http://dx.doi.org/10.1111/scs.12337.

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Kline, Marsha, David J. Schonfeld und Robert Lichtenstein. „Benefits and Challenges of School-Based Crisis Response Teams“. Journal of School Health 65, Nr. 7 (September 1995): 245–49. http://dx.doi.org/10.1111/j.1746-1561.1995.tb07894.x.

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Bowen, Natasha K., Robert Lucio, Michele Patak-Pietrafesa und Gary L. Bowen. „The SSP 2020: The Revised School Success Profile“. Children & Schools 42, Nr. 1 (Januar 2020): 19–28. http://dx.doi.org/10.1093/cs/cdz025.

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Abstract To support student success effectively, school teams need information on known predictors of youth behavior and academic performance. In contrast to measures of behavioral and academic outcomes that are commonly relied on in schools, the School Success Profile (SSP) for middle and high school students provides comprehensive information on predictors of outcomes that reside in students’ neighborhoods, schools, peer systems, and families. This article presents the SSP 2020, a newly revised version of the SSP that is now freely available to schools and researchers. The online, self-report SSP 2020 retains the strengths of the SSP but is shorter and simpler. Revised group- and individual-level reports are automatically generated once SSP data are collected. The SSP 2020 dashboard allows users to request reports on numerous demographic subgroups. A comprehensive prevention road map walks teams through each step of an evidence-informed decision-making process based on SSP 2020 data. Resources embedded in the road map include information on evidence-informed prevention strategies for SSP dimensions with corresponding brief assessments and fidelity checklists. School social workers are encouraged to take the lead in bringing the SSP 2020 to school teams charged with promoting student behavioral and academic success.

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White, Sharon. „Safely returning to school“. British Journal of Child Health 1, Nr. 3 (02.06.2020): 145–46. http://dx.doi.org/10.12968/chhe.2020.1.3.145.

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School health teams have worked tirelessly to provide services and support children and young people. Now, as they are beginning to return to school, it is important to prepare to address other difficulties that they may be experiencing.

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Todd, Anne W., Bob Algozzine, Robert H. Horner, Angela I. Preston, Dale Cusumano und Kate Algozzine. „A Descriptive Study of School-Based Problem-Solving“. Journal of Emotional and Behavioral Disorders 27, Nr. 1 (31.10.2017): 14–24. http://dx.doi.org/10.1177/1063426617733717.

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We report here the type of problems and solutions that 38 school teams reported during a randomized wait-list controlled trial of one problem-solving approach (Team Initiated Problem Solving [TIPS]). The experimental results from that analysis are reported elsewhere. The purpose of this article is to summarize companion descriptive data from this analysis and suggest implications for school personnel and education researchers. Data for this analysis come from direct observation of team meetings for 38 elementary school teams in Oregon and North Carolina as they each met on four different occasions over an 18-month period to manage the behavioral supports in their schools. Our focus was on the types of problems the teams identified, the precision with which problems were identified (what behavior, who, where, when, why), the features of solutions that were developed, the extent to which solutions were perceived as being implemented, and the extent to which solutions were perceived as resulting in improved student outcomes. The most common solutions focused on varying forms of changing organizational systems. Teams were not likely to measure if their solution had been implemented or was effective prior to receiving TIPS training.

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Anthun, Roald, und Terje Manger. „Effects of Special Education Teams on School Psychology Services“. School Psychology International 27, Nr. 3 (Juli 2006): 259–80. http://dx.doi.org/10.1177/0143034306067293.

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Safran, Stephen P., und Joan S. Safran. „Intervention Assistance Programs and Prereferral Teams“. Remedial and Special Education 17, Nr. 6 (November 1996): 363–69. http://dx.doi.org/10.1177/074193259601700607.

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There has been an unprecedented growth of school prereferral programs and intervention assistance teams since the late 1970s. In this article we discuss their history, rationale, and philosophical perspectives, report on their legal and public policy basis, and evaluate the research base. Several university-initiated model programs and professional development activities have reduced the number of referrals for special education and increased the use of consultation services. However, only research in Mainstream Assistance Teams has directly demonstrated student improvement in learning and behavior. Implications for future research and strategies for serving students who are difficult to teach are discussed.

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Etscheidt, Susan. „Extended School Year Services: A Review of Eligibility Criteria and Program Appropriateness“. Research and Practice for Persons with Severe Disabilities 27, Nr. 3 (September 2002): 188–203. http://dx.doi.org/10.2511/rpsd.27.3.188.

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Students with disabilities may require extended school year services (ESYS) to receive a free appropriate public education (FAPE). Although the Individuals with Disabilities Education Act (IDEA) regulations require ESYS if necessary to provide FAPE, the Department of Education has “declined to establish standards” for ESYS eligibility. Absent federal guidelines concerning eligibility, IEP teams rely upon state standards and judicial interpretations in determining a student's need for ESYS. This article extended a review of ESYS eligibility factors conducted by Rapport and Thomas (1993). Fifty-seven ESYS cases were reviewed for factors used in decisions concerning ESYS eligibility and program appropriateness. Several implications for school IEP teams are also presented.

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Bergren, Martha Dewey. „Child And Adolescent Mental Health Web Resources“. Journal of School Nursing 18, Nr. 4 (August 2002): 226–28. http://dx.doi.org/10.1177/10598405020180041601.

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There are many Web resources for health professionals seeking guidance to meet the mental health needs of their clients. Some of those resources are specifically designed for professionals working in schools. School nurses participate in assessment teams and contribute to individual education plans to enable students with mental health needs to achieve academic success. Mental health issues in a school setting involve preventive care, as well as providing and advocating for an environment and policies that promote healthy students and school employees. This article identifies valid and reliable mental health Web resources for school nurses.

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Bergren, Martha Dewey. „Child And Adolescent Mental Health Web Resources“. Journal of School Nursing 18, Nr. 4 (August 2002): 226–28. http://dx.doi.org/10.1177/10598405020180041701.

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There are many Web resources for health professionals seeking guidance to meet the mental health needs of their clients. Some of those resources are specifically designed for professionals working in schools. School nurses participate in assessment teams and contribute to individual education plans to enable students with mental health needs to achieve academic success. Mental health issues in a school setting involve preventive care, as well as providing and advocating for an environment and policies that promote healthy students and school employees. This article identifies valid and reliable mental health Web resources for school nurses.

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Anderson, Linda J. W., Marjorie A. Schaffer, Cynthia Hiltz, Stacie A. O’Leary, Ruth Ellen Luehr und Erika L. Yoney. „Public Health Interventions: School Nurse Practice Stories“. Journal of School Nursing 34, Nr. 3 (27.07.2017): 192–202. http://dx.doi.org/10.1177/1059840517721951.

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This study describes and analyzes school nurses’ (SN) experiences with understanding and using public health interventions from the Public Health Intervention Wheel. The Wheel offers a model for naming interventions provided by SNs from a public health perspective. Research teams from academic and SN practice settings conducted six focus groups with school nurses from Minnesota. Participants were asked to share experiences through telling stories from their practice that represented a specific wedge of the Wheel. Researchers organized data by intervention; often stories represented more than one intervention. Stories represented all levels of practice. This study highlights important contributions of school nurses to promote the health of school populations through the use of Wheel interventions. The integration of Wheel interventions in the application of the Framework for 21st-Century School Nursing Practice™ provides SNs with a language to document and communicate their expert professional practice.

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Iachini, Aidyn L., Dawn Anderson-Butcher und Elizabeth A. Mellin. „Exploring best practice teaming strategies among school-based teams: implications for school mental health practice and research“. Advances in School Mental Health Promotion 6, Nr. 2 (April 2013): 139–54. http://dx.doi.org/10.1080/1754730x.2013.784618.

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Fung-Kee-Fung, Michael, und Wojtek Michalowski. „Business school teams up with clinical innovators: An opportunity for health system transformation“. Healthcare Management Forum 32, Nr. 4 (19.05.2019): 218–23. http://dx.doi.org/10.1177/0840470419842364.

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Healthcare represents one of the largest sectors in the economy with the health spending on average accounting for about 9% of GDP in OECD countries. Canada was projected in 2018 to spend about 11% of its GDP on healthcare with an expected health expenditure growth of 4.2%. Addressing this issue asks for a redesign of health delivery system and associated cultural shift allowing for incorporation of industry and business best practices. To make this redesign happen, system transformation requires seeking out new institutional mechanisms, partnerships, and forums where industry leaders in business and healthcare can develop a top-down approach with a shared vision, shared best practices, and support coming from a bottom-up approach through pilots and scaling-up initiatives. In this article, we describe one successful partnership initiative—Telfer Health Transformation Exchange at the Telfer School of Management at the University of Ottawa.

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Laundy, Kathleen C., William Nelson und Daisy Abucewicz. „Building Collaborative Mental Health Teams in Schools Through MFT School Certification: Initial Findings“. Contemporary Family Therapy 33, Nr. 4 (15.05.2011): 384–99. http://dx.doi.org/10.1007/s10591-011-9158-2.

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Guvå, Gunilla, und Ingrid Hylander. „Diverse perspectives on pupil health among professionals in school-based multi-professional teams“. School Psychology International 33, Nr. 2 (August 2011): 135–50. http://dx.doi.org/10.1177/0143034311415900.

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Driscoll, Louisa. „Addressing the Whole Child: The Power of Data and Teams“. NASN School Nurse 36, Nr. 4 (28.05.2021): 194–96. http://dx.doi.org/10.1177/1942602x211017533.

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As 21st-century school nurses, we address students holistically to meet their needs. The ASCD and the Centers for Disease Control and Prevention’s coordinated school health model “Whole School, Whole Child, Whole Community” resonates with many school nurses. However, implementing the model can be challenging. This article explains how the school district of St. Johnsbury, Vermont, uses data to leverage their whole child team to meet their school district’s needs.

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Wolk, Courtney Benjamin, Jill Locke, Eduardo Salas, Ricardo Eiraldi, Peter F. Cronholm und David Mandell. „An examination of the factor structure of TeamSTEPPS measures in school mental health teams“. Journal of Psychologists and Counsellors in Schools 30, Nr. 2 (05.09.2019): 172–84. http://dx.doi.org/10.1017/jgc.2019.18.

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AbstractTeam Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS™) is a tested strategy for improving communication and climate in hospitals. It is a promising but untested tool among school-based mental health teams. We examined the psychometric properties of the TeamSTEPPS Teamwork Perceptions Questionnaire (T-TPQ) and Teamwork Attitudes Questionnaire (T-TAQ) among 167 school mental health team members. Team members worked for one of five agencies in 33 K-8 urban public schools. Exploratory factor analyses and descriptive data are presented. For both the T-TPQ and T-TAQ, a unitary factor structure best fit the data for this sample. The T-TPQ and T-TAQ were not significantly correlated with one another and total scores did not significantly differ by staff role. Agencies differed in T-TAQ results, and one agency had lower T-TAQ total scores relative to other agencies. Results suggest that the factor structures are different among school mental health teams than among other healthcare providers.

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Kovaleski, Joseph F., Edward E. Gickling, Henry Morrow und Paul R. Swank. „High Versus Low Implementation of Instructional Support Teams“. Remedial and Special Education 20, Nr. 3 (Mai 1999): 170–83. http://dx.doi.org/10.1177/074193259902000308.

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In 1990, the Commonwealth of Pennsylvania implemented a statewide instructional support team (IST) process to provide prereferral assessment and intervention for at-risk students in 500 school districts. The current study examined the academic performance of students affected by this process as contrasted with other at-risk students who did not have access to it. The dependent measures were academic learning time (time on task, task completion, and task comprehension). The results indicated that students supported by ISTs had greater levels of academic performance only when their schools implemented the IST process to a high degree. Low IST implementation produced no differences in academic performance in schools that had not implemented IST. The importance of implementing a promising program according to critical design features is discussed.

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Anvik, Cecilie, und Ragnhild Holmen Waldahl. „Sustainable Collaboration to Support Vulnerable Youth: Mental Health Support Teams in Upper Secondary School“. Social Inclusion 6, Nr. 3 (28.09.2018): 282–88. http://dx.doi.org/10.17645/si.v6i3.1525.

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Schools play a central role in preventing mental health problems from affecting the development and educational opportunities of youth. While school health and social pedagogical support services have expanded in many countries, they are still not considered sufficient in meeting the needs of vulnerable youth. We find particular challenges in the development of sustainable collaboration to support the target group. In this article, we present and analyze empirical data from ongoing trailing research on an interprofessional team focusing on the health and psychosocial conditions of students in various upper secondary schools in Norway. In the article, we discuss what conditions need to be in place for inter-professional collaboration to succeed in the efforts to support students at risk of dropping out of upper secondary school. The article is theoretically influenced by boundary literature and analyzes challenges and opportunities in boundary crossing between different professions and service areas. In the article, we argue for the need to spend time on establishing a reflecting understanding of which qualities the various actors possess and what they should contribute with to create a collaboration that constitutes more than the coordination of what already exists, thereby creating intersecting practices; so-called third spaces.

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Yi, Alice, und Dino D'Andrea. „The complexity of cross-sector healthcare teams“. University of Western Ontario Medical Journal 86, Nr. 2 (03.12.2017): 79–80. http://dx.doi.org/10.5206/uwomj.v86i2.2063.

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Dr Shannon Sibbald is a health systems researcher specializing in implementation science, the study of factors that affect the implementation and success of new practices, as well as interprofessional teamwork in healthcare settings. She also spends time teaching students in the Masters of Public Health program and has held faculty positions in the Department of Family Medicine, Schulich Interfaculty Program of Public Health, and School of Health Studies since 2013. We were able to sit down with Dr Sibbald for our interview to discuss her work in health systems and policy.

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Carlson, Laurie A., und Nathalie L. Kees. „Mental Health Services in Public Schools: A Preliminary Study of School Counselor Perceptions“. Professional School Counseling 16, Nr. 2_suppl (Oktober 2012): 2156759X1201600. http://dx.doi.org/10.1177/2156759x12016002s03.

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This descriptive survey research study (N = 120) examined the self-reported comfort level of school counselors in addressing the mental health needs of their students and school counselor perceptions regarding working relationships with school-based therapists. Survey results indicated that school counselors are generally confident in their counseling skills and comfortable addressing common issues brought to them by their students. However, these same school counselors indicated that they experience some discomfort in working with students living with DSM diagnoses and that specific courses within counselor training programs may have a mitigating effect on this discomfort. Results also revealed that school counselors are willing to lead and work with cross-disciplinary teams and school-based therapists to better meet the mental health needs of their students.

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Carlson, Laurie A., und Nathalie L. Kees. „Mental Health Services in Public Schools: A Preliminary Study of School Counselor Perceptions“. Professional School Counseling 16, Nr. 4 (Januar 2013): 2156759X1501604. http://dx.doi.org/10.1177/2156759x150160401.

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This descriptive survey research study (N = 120) examined the self-reported comfort level of school counselors in addressing the mental health needs of their students and school counselor perceptions regarding working relationships with school-based therapists. Survey results indicated that school counselors are generally confident in their counseling skills and comfortable addressing common issues brought to them by their students. However, these same school counselors indicated that they experience some discomfort in working with students living with DSM diagnoses and that specific courses within counselor training programs may have a mitigating effect on this discomfort. Results also revealed that school counselors are willing to lead and work with cross-disciplinary teams and school-based therapists to better meet the mental health needs of their students.

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Armyade, Armyade, Chatarina Umbul Wahyuni und Rachmat Hargono. „Application Database School Health Program in Primary School Level of Surabaya City“. Jurnal Berkala Epidemiologi 3, Nr. 3 (01.09.2015): 366. http://dx.doi.org/10.20473/jbe.v3i3.2015.366-376.

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ABSTRACTThe school health program (UKS) is a unit of the existing health activities of the primary school level. Currently the UKS programme has not been able to contribute optimally in an increasing the health of school-age children. This condition is caused due to the UKS programme planning have not been based on data and information related to health problems of school-age children. Constraints which cause yet the existence of the data and information of health problems that school age children recording and reporting system “paper based” incomplete data, and delivery information is not yet in the form of graphs or tables. The purpose of this research to develop a database application UKS primary school level. The scope of this research included implementation of the UKS Trias and recording system and reporting on team Implementing the UKS primary level. This type of research was Action Research. The subject of this research team on implementing the UKS primary level I/240 Sutorejo Surabaya. System analysis of the recording and reporting of the UKS SDN 1/240 Sutorejo found the problem that is the data source that is available only the fields of health care, so that analysis can not be based on Trias UKS. This research resulted in a prototype database of UKS developed based on the results of the analysis recording and reporting system progress on implementing team UKS SDN 1/240 Sutorejo. The prototype database UKS produces health education information, health services, and health coaching school environment that can be used for program planning UKS in managing teams and Puskesmas.. The use of the UKS data base is necessary among other supporting facilities maintenance management system that aims to let the uks programme sustainabilityas well as the monitoring and evaluation activities data base system.Keywords: database, school health program, recording and reporting system.

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Armyade, Armyade, Chatarina Umbul Wahyuni und Rachmat Hargono. „Application Database School Health Program in Primary School Level of Surabaya City“. Jurnal Berkala Epidemiologi 3, Nr. 3 (01.09.2015): 366. http://dx.doi.org/10.20473/jbe.v3i32015.366-376.

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The school health program (UKS) is a unit of the existing health activities of the primary school level. Currently the UKS programme has not been able to contribute optimally in an increasing the health of school-age children. This condition is caused due to the UKS programme planning have not been based on data and information related to health problems of school-age children. Constraints which cause yet the existence of the data and information of health problems that school age children recording and reporting system “paper based” incomplete data, and delivery information is not yet in the form of graphs or tables. The purpose of this research to develop a database application UKS primary school level. The scope of this research included implementation of the UKS Trias and recording system and reporting on team Implementing the UKS primary level. This type of research was Action Research. The subject of this research team on implementing the UKS primary level I/240 Sutorejo Surabaya. System analysis of the recording and reporting of the UKS SDN 1/240 Sutorejo found the problem that is the data source that is available only the fields of health care, so that analysis can not be based on Trias UKS. This research resulted in a prototype database of UKS developed based on the results of the analysis recording and reporting system progress on implementing team UKS SDN 1/240 Sutorejo. The prototype database UKS produces health education information, health services, and health coaching school environment that can be used for program planning UKS in managing teams and Puskesmas.. The use of the UKS data base is necessary among other supporting facilities maintenance management system that aims to let the uks programme sustainabilityas well as the monitoring and evaluation activities data base system.Keywords: database, school health program, recording and reporting system.

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Santos, José Carlos, Rosa Maria Pereira Simões, Maria Pedro Queiroz de Azevedo Erse, Jorge Daniel Neto Façanha und Lúcia Amélia Fernandes Alves Marques. „Impact of "+Contigo" training on the knowledge and attitudes of health care professionals about suicide“. Revista Latino-Americana de Enfermagem 22, Nr. 4 (August 2014): 679–84. http://dx.doi.org/10.1590/0104-1169.3503.2467.

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OBJECTIVES: to evaluate the results of "+Contigo" training, developed by nurses and directed at 66 health professionals of integrated school health teams in Primary Health Care.METHOD: quantitative with data collection through the Suicide Behavior Attitude Questionnaire, administered before and after the training.RESULTS: significant increases were observed in suicide prevention knowledge and in changing attitudes of health professionals towards individuals with suicidal behavior.CONCLUSION: these results allow us to affirm that nurses hold scientific and pedagogical knowledge that grant them a privileged position in the health teams, to develop training aimed at health professionals involved in suicide prevention.

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Rotenstein, Lisa, Katherine Perez, Diana Wohler, Samantha Sanders, Dana Im, Alexander Kazberouk und Russell S. Phillips. „Preparing health professions students to lead change“. Leadership in Health Services 32, Nr. 2 (07.05.2019): 182–94. http://dx.doi.org/10.1108/lhs-02-2018-0011.

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Purpose Health care systems increasingly demand health professionals who can lead interdisciplinary teams. While physicians recognize the importance of leadership skills, few receive formal instruction in this area. This paper aims to describe how the Student Leadership Committee (SLC) at the Harvard Medical School Center for Primary Care responded to this need by creating a leadership curriculum for health professions students. Design/methodology/approach The SLC designed an applied longitudinal leadership curriculum and taught it to medical, dentistry, nursing, public health and business students during monthly meetings over two academic years. The perceptions of the curriculum were assessed via a retrospective survey and an assessment of team functioning. Findings Most teams met their project goals and students felt that their teams were effective. The participants reported increased confidence that they could create change in healthcare and an enhanced desire to hold leadership positions. The sessions that focused on operational skills were especially valued by the students. Practical implications This case study presents an effective approach to delivering leadership training to health professions students, which can be replicated by other institutions. Social implications Applied leadership training empowers health professions students to improve the health-care system and prepares them to be more effective leaders of the future health-care teams. The potential benefits of improved health-care leadership are numerous, including better patient care and improved job satisfaction among health-care workers. Originality/value Leadership skills are often taught as abstract didactics. In contrast, the approach described here is applied to ongoing projects in an interdisciplinary setting, thereby preparing students for real-world leadership positions.

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Chaparro, Erin A., Keith Smolkowski und Kathleen Ryan Jackson. „Scaling Up and Integrating Effective Behavioral and Instructional Support Systems (EBISS): A Study of One State’s Professional Development Efforts“. Learning Disability Quarterly 43, Nr. 1 (10.06.2019): 4–17. http://dx.doi.org/10.1177/0731948719851752.

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Oregon’s Effective Behavioral and Instructional Support Systems (EBISS) initiative was implemented in 25 school districts. The initiative trained and coached district leaders and teachers in the use of the EBISS model through the lens of implementation science. The EBISS model integrates school-wide positive behavior intervention and supports (SWPBIS) and the school-wide reading model (SWRM) to improve schools for all students and to reduce the number of students at risk of learning difficulties. Proximal outcomes included gains in the number of building-level SWPBIS and SWRM implementation teams and the activities of those teams. Distal outcomes included statistically significant gains in oral reading fluency (ORF) in first and third grades and marginally significant decreases in the percentage of students in the intensive category for reading in second and fourth grades. These findings suggest that to optimize improvements in teacher and student outcomes, a rigorous system of professional development and coaching appears necessary.

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Kittelman, Angus, Katherine W. Bromley, Sterett H. Mercer und Kent McIntosh. „Validation of a Measure of Sustainability of School-Wide Behavior Interventions and Supports“. Remedial and Special Education 40, Nr. 2 (21.03.2018): 67–73. http://dx.doi.org/10.1177/0741932517753821.

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The purpose of this study was to evaluate the stability and validity of a measure assessing sustainability of school-wide behavior interventions, the School-Wide Universal Behavior Support Sustainability Index: School Teams (SUBSIST). We assessed the stability of the SUBSIST across 3 years of measurement. We also assessed the convergent validity of two key SUBSIST factors, Team Use of Data and District Capacity Building, with more direct measures of these constructs. Results showed stability of the measure across multiple years and statistically significant correlations when compared with other external measures. Implications for research and practice are discussed.

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Grøn, Sisse, Victoria Loblay, Kathleen P. Conte, Amanda Green, Christine Innes-Hughes, Andrew Milat, Jo Mitchell et al. „Key Performance Indicators for program scale-up and divergent practice styles: a study from NSW, Australia“. Health Promotion International 35, Nr. 6 (27.02.2020): 1415–26. http://dx.doi.org/10.1093/heapro/daaa001.

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Abstract Implementing programs at scale has become a vital part of the government response to the continuing childhood obesity epidemic. We are studying the largest ever scale-up of school and child care obesity prevention programs in Australia. Health promotion teams support primary schools and early childhood services in their area to achieve a number of specified, evidence-based practices aimed at organizational changes to improve healthy eating and physical activity. Key performance indicators (KPIs) were devised to track program uptake across different areas—measuring both the proportion of schools and early childhood services reached and the proportion of practices achieved in each setting (i.e. the proportion of sites implementing programs as planned). Using a ‘tight–loose–tight’ model, all local health districts receive funding and are held accountable to reaching KPI implementation targets. However, local teams have independent discretion over how to best use funds to reach targets. Based on 12 months of ethnographic fieldwork and interviews across all districts, this study examines variations in the decision making and strategizing processes of the health promotion teams. We identified three distinct styles of practice: KPI-driven practice (strategic, focussed on targets); relationship-driven practice (focussed on long-term goals); and equity-driven practice (directing resources to sites most in need). In adapting to KPIs, teams make trade-offs and choices. Some teams struggled to balance a moral imperative to attend to equity issues, with a practical need to meet implementation targets. We discuss how models of program scale-up and tracking could possibly evolve to recognize this complexity.

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Bartels, Susan M., und Bruce P. Mortenson. „Enhancing Adherence to a Problem-Solving Model for Middle-School Pre-Referral Teams“. Journal of Applied School Psychology 22, Nr. 1 (22.03.2006): 109–23. http://dx.doi.org/10.1300/j370v22n01_06.

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Smith, Edward A., und Linda L. Caldwell. „Participation in High School Sports and Adolescent Sexual Activity“. Pediatric Exercise Science 6, Nr. 1 (Februar 1994): 69–74. http://dx.doi.org/10.1123/pes.6.1.69.

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Survey data from 1,071 high school students in a large southern city indicated that high school sports participants were more likely to be sexually active than were nonparticipants. This result was true for both males (66% vs. 52%) and females (52% vs. 36%) and was independent of the sport in which the adolescent participated. This finding suggests that high school teams may provide an opportunity for reaching teenagers in need of sex education counseling.

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Gifford, Elizabeth J., Rebecca Wells, Yu Bai, Tony O. Troop, Shari Miller und Leslie M. Babinski. „Pairing Nurses and Social Workers in Schools: North Carolina's School-Based Child and Family Support Teams“. Journal of School Health 80, Nr. 2 (Februar 2010): 104–7. http://dx.doi.org/10.1111/j.1746-1561.2009.00472.x.

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Tao, Shuman, Xiaoyan Wu, Yukun Zhang und Fangbiao Tao. „Factors Related to Longitudinal Patterns of Multiple Health Behaviors in Chinese Freshmen“. SAGE Open 9, Nr. 4 (Juli 2019): 215824401989369. http://dx.doi.org/10.1177/2158244019893694.

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Students with multiple health risk behaviors (HRB) have increased amount of research attention. The study aimed to examine the multiple health behaviors and whether these behaviors differ by demographic characteristics and social factors in a 1-year follow-up study among 1,989 students. All the measures were from the Youth Risk Behavior Surveillance System. Associations between demographic characteristics/social factors and multiple HRB were examined by logistic regression models. Binary logistic models indicated that females had generally higher odds of physical inactivity but lower odds of cigarette smoking, alcohol drinking, suicide attempt, and breakfast skipping. Students more than 18 years had higher odds of cigarette smoking. Physical inactivity was negatively correlated with playing school sports teams and taking extracurricular activities. Students with screen time >2 hr/d were more likely to be with physical inactivity or alcohol drinking. Logistic regression models showed that males showed higher odds of two, three, and four to six HRB at 3T. Not taking part in school sports teams/extracurricular activities and screen time >2 hr/d at baseline were risk factors of multiple HRB. Our results reveal a close association between youth risk behaviors and demographic characteristics/social factors. Health promotion interventions of co-occurred behavior should be conducted at schools.

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Evenson, Kelly R., Fang Wen, Sarah M. Lee, Katie M. Heinrich und Amy Eyler. „National Study of Changes in Community Access to School Physical Activity Facilities: The School Health Policies and Programs Study“. Journal of Physical Activity and Health 7, s1 (Januar 2010): S20—S30. http://dx.doi.org/10.1123/jpah.7.s1.s20.

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Background:A Healthy People 2010 developmental objective (22-12) was set to increase the proportion of the nation's public and private schools that provide access to their physical activity spaces and facilities for all persons outside of normal school hours. The purpose of this study was to describe the prevalence of indoor and outdoor facilities at schools and the availability of those facilities to the public in 2000 and 2006.Methods:In 2000 and 2006, the School Health Policies and Programs Study (SHPPS) was conducted in each state and in randomly selected districts, schools, and classrooms. This analysis focused on the school level questionnaire from a nationally representative sample of public and nonpublic elementary, middle, and high schools (n = 921 in 2000 and n = 984 in 2006).Results:No meaningful changes in the prevalence of access to school physical activity facilities were found from 2000 to 2006, for youth or adult community sports teams, classes, or open gym.Conclusions:These national data indicate a lack of progress from 2000 and 2006 toward increasing the proportion of the nation's public and private schools that provide access to their physical activity facilities for all persons outside of normal school hours.

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Finnerty, Megan S., Lewis B. Jackson und Renee Ostergren. „Adaptations in General Education Classrooms for Students With Severe Disabilities: Access, Progress Assessment, and Sustained Use“. Research and Practice for Persons with Severe Disabilities 44, Nr. 2 (23.05.2019): 87–102. http://dx.doi.org/10.1177/1540796919846424.

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This study examined material adaptations being used with students who have severe disabilities in general education elementary classrooms during language arts, social studies, and science instruction. Data sources included classroom observations, interviews, and artifacts shared by three general and special educator teams. Findings revealed themes that describe how adaptations (a) facilitate access to grade-level content (tangible, student-centered, and blended with classroom materials and instruction) and (b) enable educators to assess progress in student learning (show what students know, blended with peer learning, and ownership of learning). Findings also revealed a set of themes (team collaboration, resources available, rhythm and routine, and build momentum) that help account for the sustained use of adaptations by educator teams across curricula and school days. Implications for practice and future research are discussed.

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Sharma, Shreela V., Deanna M. Hoelscher, Steven H. Kelder, Pamela M. Diamond, R. Sue Day und Albert C. Hergenroeder. „A Path Analysis to Identify the Psychosocial Factors Influencing Physical Activity and Bone Health in Middle-School Girls“. Journal of Physical Activity and Health 6, Nr. 5 (September 2009): 606–16. http://dx.doi.org/10.1123/jpah.6.5.606.

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Background:The purpose of this study was to identify pathways used by psychosocial factors to influence physical activity and bone health in middle-school girls.Methods:Baseline data from the Incorporating More Physical Activity and Calcium in Teens (IMPACT) study collected in 2001 to 2003 were used. IMPACT was a 1 1/2 years nutrition and physical activity intervention study designed to improve bone density in 717 middle-school girls in Texas. Structural Equations Modeling was used to examine the interrelationships and identify the direct and indirect pathways used by various psychosocial and environmental factors to influence physical activity and bone health.Results:Results show that physical activity self-efficacy and social support (friend, family engagement, and encouragement in physical activity) had a significant direct and indirect influence on physical activity with participation in sports teams as the mediator. Participation in sports teams had a direct effect on both physical activity (β= 0.20, P < .05) and bone health and (β=0.13, P < .05).Conclusion:The current study identified several direct and indirect pathways that psychosocial factors use to influence physical activity and bone health among adolescent girls. These findings are critical for the development of effective interventions for promoting bone health in this population.

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Martino-McAllister, Jeanne, und Maria Theresa Wessel. „An Evaluation of a Social Norms Marketing Project for Tobacco Prevention with Middle, High, and College Students; use of Funds from the Tobacco Master Settlement (Virginia)“. Journal of Drug Education 35, Nr. 3 (September 2005): 185–200. http://dx.doi.org/10.2190/2kjh-558a-vxk1-e8qd.

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The Anti-Tobacco Media Blitz (ATMB), a social-norms marketing program, was utilized for tobacco prevention with middle and high school students. University students assisted middle and high school students with the implementation of this campaign, which included a variety of media. Students worked in teams to design, develop, and evaluate tobacco-free messages through posters, radio, television, and peer-led activities. Evaluation of the campaign was constant and included assessment of message retention and demonstration of positive behaviors. This article discusses the procedures of this project, the five-step social norms marketing model, with emphasis on the student-centered evaluation and results.

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Mitchell, Barbara S., Heather Hatton und Timothy J. Lewis. „An Examination of the Evidence-Base of School-Wide Positive Behavior Interventions and Supports Through Two Quality Appraisal Processes“. Journal of Positive Behavior Interventions 20, Nr. 4 (01.06.2018): 239–50. http://dx.doi.org/10.1177/1098300718768217.

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Thousands of schools across the United States, and worldwide, implement School-Wide Positive Behavioral Interventions and Supports (SWPBIS). SWPBIS provides a framework whereby teams of educators engage in data-based decision making to select, implement, and monitor a continuum of behavioral supports and build sustainable systems to promote implementation fidelity among school staff. To date, a large body of research supports both the essential practices included in a SWPBIS framework as well as the larger systemic approach. Recently public policy and professional organization guidelines have outlined clear appraisal processes to review the extant literature in an effort to designate interventions as “evidence-based.” This review applied both the What Works Clearinghouse (WWC) and the Council for Exceptional Children (CEC) standards to evaluate existing group experimental design studies of SWPBIS. Results identified five unique, group design studies conducted by four separate research teams. Four of the studies met the WWC design standards “without reservations” and findings from three of those studies were characterized as positive. Outcomes from the reviewed studies indicated that when provided with training in components of SWPBIS, school teams met minimal implementation standards. In addition, schools that met implementation criteria also saw positive changes in school climate, staff perceptions, and/or student behaviors. However, application of the CEC standards resulted with a rating of “insufficient evidence” because none of the five studies met all CEC quality indicators. These studies lacked report of implementation fidelity for the SWPBIS training provided, which was the independent variable. Implications for practice and future research are discussed.

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Rockliffe, Lauren, Emily McBride, Catherine Heffernan und Alice S. Forster. „Factors Affecting Delivery of the HPV Vaccination: A Focus Group Study With NHS School-Aged Vaccination Teams in London“. Journal of School Nursing 36, Nr. 2 (05.08.2018): 135–43. http://dx.doi.org/10.1177/1059840518792078.

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This study sought to identify barriers and facilitators to delivery of human papillomavirus (HPV) vaccination in schools. Four focus groups were conducted with 28 staff members, from four National Health Service school-aged vaccination (SAV) teams in London. Data were analyzed using thematic analysis. School engagement and support, and understanding and education about the vaccination (or conversely, a lack of) were identified as both barriers and facilitators. Limited school and team resources, fear of the vaccination, and poor consent form return were identified as barriers. Explanations for why some girls do not complete the vaccination series were provided. Individualizing approaches used to promote and encourage the vaccination was identified as a facilitating factor. Optimal delivery of the HPV vaccination program is dependent on school engagement and the allocation of time for SAV teams to promote vaccination uptake. Immunization program providers should work with schools to improve understanding and support of the HPV vaccination program.

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Bouslough, D. B., P. Biukoto und S. Stracensky. „(A293) Critical Incident Stress Management and Mental Health Strategies after the 2009 American Samoan Tsunami“. Prehospital and Disaster Medicine 26, S1 (Mai 2011): s82. http://dx.doi.org/10.1017/s1049023x11002779.

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BackgroundTsunamis are infrequent but devastating natural disasters. Loss of life, livelihood, and property contribute psychological stresses to an affected population, resulting in new psychiatric illness.ObjectiveTo describe post-disaster hospital, Department of Human Services (DHS), and Department of Education (DOE) methods of mental health resource dissemination, and their effectiveness.MethodsA retrospective review of after-action reports, psychiatric clinic charts, and key-informant interviews over a 4 month period was employed. Descriptive statistics were used to evaluate data.ResultsThe September 29, 2009 tsunami claimed 33 American Samoan lives. Hospital Family Assistance Center counselors aided families in the identification of 12 corpses, 9 missing persons, and providing psychiatric referral. Fifty-four hospital staff suffered loss. (Loss of: transportation, n = 13; utilities, n = 15; homes/shelter, n = 2). Coupled with the stresses of providing post-event medical care, the hospital staff was at high risk for psychiatric sequelae. Debriefing sessions for hospital staff were poorly attended due to conflicting work responsibilities, and an unfamiliar discussion format. DHS assembled four teams, each composed of one psychiatrist/psychologist leader and 6 crisis counselors. DOE school counselors utilized DHS mental health teams to screen all school aged children. The hospital psychiatry clinic remained the definitive referral destination. Federal mitigation grants provided funding for two psychiatrists, and two psychologists (including pediatric specialists) to augment hospital mental health capacity. Screening statistics and prevalence of psychiatric disease are further reported. Six month post-event rates of persistent psychiatric disease reflect that reported in recent literature (1-2%).ConclusionHospital critical incident stress management requires culturally acceptable counseling methods and administrative support. Family assistance counselors are key players in identifying the needs of families of the deceased. Student counseling services and collaborative mental health teams provide a novel approach to the dissemination of mental health services within a community.

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Nelen, Monique J. M., Anita Blonk, Ron H. J. Scholte und Eddie Denessen. „School-Wide Positive Behavior Interventions and Supports: Fidelity of Tier 1 Implementation in 117 Dutch Schools“. Journal of Positive Behavior Interventions 22, Nr. 3 (29.10.2019): 156–66. http://dx.doi.org/10.1177/1098300719879621.

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School-wide positive behavior interventions and supports (SWPBIS) is a school-wide approach to create a safe and positive school climate. SWPBIS is a framework in which core features and procedures need to be adjusted to its specific school context, referred to as contextual fit. Implementing with fidelity is related to positive outcomes such as a decrease of behavioral problems. Therefore, when adapting SWPBIS to the context, fidelity of implementation needs to be assured. At the introduction of SWPBIS in the Netherlands in 2009, several procedures were adapted to the Dutch educational context, and different modalities of supporting schools in implementing SWPBIS emerged. In this study, the Tiered Fidelity Inventory (TFI) and School-Wide Evaluation Tool (SET) were used to assess fidelity of Tier 1 implementation in 117 Dutch schools. The average period of SWPBIS implementation was 2 years 5 months. Results showed that all core features and procedures were present. Mean total scores were 60% for the TFI and 70% for the SET. Most participating schools appeared to have leadership teams, expectations were taught, and acknowledgment provided. Teams had been trained, and discipline data collected. Compared with other features, annual evaluation, data-based decision making, and stakeholder involvement were less well implemented.

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Ghimouz, Rym, Siobhan O’Sullivan, Ovidiu Constantin Baltatu und Luciana Aparecida Campos. „Bang the gavel: animal experimentation on trial—an interdisciplinary mock trial at the school of health sciences“. Advances in Physiology Education 45, Nr. 1 (01.03.2021): 44–47. http://dx.doi.org/10.1152/advan.00171.2020.

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Active learning activities offer opportunities for medical students to facilitate the retention of knowledge and develop soft skills. We aimed to create a guide for an interdisciplinary mock trial learning activity within the medical curriculum of the College of Medicine, Anhembi Morumbi University—Laureate International Universities, Sao Paulo, Brazil. We designed an “Animal Experimentation Mock Trial” in which students are coached to search for scientific, legal, and ethical arguments pro and contra animal experimentation in medical research. The mock trial is prepared and staged with student teams to play the 1) presiding judge, 2) the plaintiff’s attorney and expert witnesses contra animal research, 3) the defense attorney and expert witnesses pro animal research, and 4) the jury. The plaintiff and defense teams made presentations, and between each presentation the jury put questions to presenters (cross-examination). The jury team gave two evaluation scores after the plaintiff’s presentation and then after the defense presentation. The formal feedback for this active learning activity indicated that students expressed satisfaction with the teaching strategies employed in the course. The mock trial with the lesson plan provides a learning mean to exemplify the complex relationship between animal experimentation, medical evidence, ethics, and law/regulations. This mock trial helps medical students to develop their soft skills, such as the ability to collaborate and also to recognize the limits of their own knowledge, important for professional development. The importance of interdisciplinary discussions is demonstrated by increasing the awareness of the multidisciplinary aspect of animal research.

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Moodley, Shreya, Arabat Kasangaki und Andrew J. Macnab. „Education in Global Health: Experience in Health-Promoting Schools Provides Trainees with Defined Core Competencies“. ISRN Education 2012 (13.03.2012): 1–7. http://dx.doi.org/10.5402/2012/718303.

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Introduction. Medical education has defined essential “universal” core competencies. The value of global health education gained through participation in a health-promoting school project was assessed using Canada’s CanMEDS roles and competencies. Methods. The project involved health care trainees in delivery of “Brighter Smiles,” a global health education program addressing children’s oral health in Canada and Uganda based on the WHO health-promoting (HP) school model. Multidisciplinary teams first visit a Canadian First Nations community for an introduction to HP schooling, team building, and experience working in different cultural environments and then have 4–6 weeks of global health project delivery in rural HP schools in Uganda in partnership with local College of Health Sciences trainees/faculty. Learning opportunities afforded were evaluated by conventional questionnaire and pilot categorization against the 7 CanMEDS roles (divided into 126 core competencies). Results. All collaborator and health Advocate competencies and 16/17 of the communicator roles were addressed. Overall, project experience included 88 (70%) of the 126 competencies. Conclusions. This pilot suggests CanMEDS criteria can be used to effectively evaluate trainee participation in HP school program delivery, allowing the comprehensive educational opportunities to acquire global health knowledge and skills reported by conventional evaluation to be formally categorized against defined educational roles and competencies.

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Burcham, Barbara, Laurance Carlson und Richard Milich. „Promising School-Based Practices for Students with Attention Deficit Disorder“. Exceptional Children 60, Nr. 2 (Oktober 1993): 174–80. http://dx.doi.org/10.1177/001440299306000211.

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The Federal Resource Center (FRC) at the University of Kentucky was charged with locating public school practices that were considered by practitioners to be successful in serving students with attention deficit disorder (ADD) and their families. The FRC formed teams of stakeholders, representing parents, school personnel, health care and family support professionals, and researchers, to develop criteria by which to judge practices and to select promising practices. This article reviews key features of the educational practices that showed strong promise in identification, intervention, and assessment.

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Peck, Megan, Mickey Scullard, Craig Hedberg, Emily Moilanen, Deborah Radi, William Riley, Paige Anderson Bowen, Cheryl Petersen-Kroeber, Louise Stenberg und Debra K. Olson. „Improving Team Performance for Public Health Preparedness“. Disaster Medicine and Public Health Preparedness 11, Nr. 1 (11.08.2016): 7–10. http://dx.doi.org/10.1017/dmp.2016.65.

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AbstractObjectiveBetween May 2010 and September 2011, the University of Minnesota School of Public Health partnered with the Minnesota Department of Health (MDH) to assess the effect of exercises on team performance during public health emergency response.MethodsParticipants were divided into 3 research teams exposed to various levels of intervention. Groups consisted of a control group that was given standard MDH training exercises, a didactic group exposed to team dynamics and communication training, and a treatment group that received the didactic training in addition to a post-exercise facilitated debriefing. To assess differences in team performance, teams engaged in 15 functional exercises.ResultsDifferences in team performance across the 3 groups were identified, although there was no trend in team performance over time for any of the groups. Groups demonstrated fluctuation in team performance during the study period. Attitudinal surveys demonstrated an increase in workplace satisfaction and confidence in training among all groups throughout the study period.ConclusionsFindings from this research support that a critical link exists between training type and team performance during public health emergency response. This research supports that intentional teamwork training for emergency response workers is essential for effective public health emergency response. (Disaster Med Public Health Preparedness. 2017;11:7–10)

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Lane, Kathleen Lynne, Wendy Peia Oakes, David J. Royer, Emily D. Cantwell, Holly Mariah Menzies, Abbie B. Jenkins und Tyler Hicks. „Using the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices“. Remedial and Special Education 40, Nr. 1 (15.01.2019): 51–62. http://dx.doi.org/10.1177/0741932518786787.

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Schoolwide expectations are a critical component of tiered systems of support, particularly when established with input from faculty and staff and then taught to all students. The expectation matrices depicting these expectations for all key settings serve as important instructional tools when teaching schoolwide expectations. In this study, we examined psychometric properties of the Schoolwide Expectations Survey for Specific Settings (SESSS)—a measure designed to assist school teams in K-12 settings constructing schoolwide expectations for seven school settings with input from all faculty and staff—with results indicating strong internal consistency of items. These settings are classrooms, hallways, cafeterias, playgrounds, restrooms, buses, and arrival/dismissal. In addition, we examined the degree to which adults in elementary, middle, and high school converged and diverged in their expectations for each setting. Using mixed-effects modeling for nested data, we found some expectations varied among school levels in some noninstructional settings. We conclude with limitations and future directions.

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Bauer, Katherine W., Y. Wendy Yang und S. Bryn Austin. „“How Can We Stay Healthy when you’re Throwing All of this in Front of Us?” Findings from Focus Groups and Interviews in Middle Schools on Environmental Influences on Nutrition and Physical Activity“. Health Education & Behavior 31, Nr. 1 (Februar 2004): 34–46. http://dx.doi.org/10.1177/1090198103255372.

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This study aimed to identify factors in school physical and social environments that may facilitate or compete with programs and policies to improve student physical activity and nutrition. Focus groups and interviews were conducted with students, faculty, and staff of two public middle schools. Participants identified numerous aspects of the school environments as significant. Competition, teasing and bullying, time, and safety were described as major barriers for students to be physically active during physical education class, on sports teams, and before and after school. The quality of the food served, easy access to nonnutritious snacks, limited time for lunch period, and weight concerns emerged as significant reasons why students do not eat nutritious meals in school. When developing programs and policies to improve the health of students, environmental influences that undermine efforts to improve student health behaviors must be addressed.

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