Academic literature on the topic 'School-Based resilience programs'
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Journal articles on the topic "School-Based resilience programs"
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Tasijawa, Fandro Armando, and Indah Siagian. "School-based Interventions to Improve Adolescent Resilience: A Scoping Review." Open Access Macedonian Journal of Medical Sciences 10, F (January 25, 2022): 33–40. http://dx.doi.org/10.3889/oamjms.2022.8063.
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BACKGROUND: Resilience can help adolescents to have positive adaptations in dealing with difficulties, stress, and trauma, as well as preventing mental disorders. School-based resilience improvement programs have been implemented internationally. However, there has been no specific review to examine the effectiveness of the application of resilience programs in adolescents. AIM: This review aimed to analyze the effectiveness of school-based interventions to increase resilience in adolescents. METHODS: Search articles using three electronic databases, namely CINAHL Ebsco, PubMed, and ProQuest. The keywords used are “resilience or resilient” AND “adolescents or teenagers or young adults” AND “school-based intervention or classroom-based intervention or teacher implemented.” There are 1206 research articles from 2014 to 2020, but only nine randomized controlled trials (RCT) studies match the inclusion criteria for analysis. RESULTS: Findings show that five school-based intervention programs have a significant effect on adolescent resilience levels, namely: enhancing resiliency among students experiencing-stress-prosocial, mindfulness training with learning to BREATH (mindfulness-based programs stress reduction), resilience and coping intervention (RCI), and girls first resilience curriculum. The shortest program duration is RCI, 3 weeks, while the most extended time is Girls first for 5 months. The duration of the program had no significant effect on increasing resilience. CONCLUSION: These findings encourage further research and development of school-based intervention programs to increase resilience in adolescents, especially in developing countries such as Indonesia.
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Doll, Beth, and Mark A. Lyon. "Introduction to the Mini-Series: Resilience Applied: The Promise and Pitfalls of School-Based Resilience Programs." School Psychology Review 27, no. 3 (September 1, 1998): 346–47. http://dx.doi.org/10.1080/02796015.1998.12085920.
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Cunningham, E. G., C. M. Brandon, and E. Frydenberg. "Building resilience in early adolescence through a universal school-based preventive program." Australian Journal of Guidance and Counselling 9, no. 2 (November 1999): 15–24. http://dx.doi.org/10.1017/s1037291100003915.
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The development of effective coping resources, including positive thinking and an increased sense of self-efficacy, is related to enhancing resilience and healthy development in young people. A universal school-based prevention program that adapted techniques cognitive therapists use for depressed children, and directly based on the work of Seligman (1995), was implemented over a six-week period to whole-class groups by classroom teachers within their regular school curricula. Learning was facilitated through the use of stories, cartoons, hypothetical examples, practice and role-plays. Fifty-eight Year 5 and 6 students from four schools in regional and rural Victoria completed pre- and post-program questionnaires on self-efficacy, coping and attributional style. Following program participation, children reported significant improvements in optimistic thinking and self-efficacy, as well as a reduction in the use of the non-productive coping strategies of worry, wishful thinking, not coping, and reliance on friends. These promising results provide evidence for the feasibility of implementing a low-cost, non-intrusive program that addresses the emotional well-being of all young people in school settings. The longer-term success and viability of any universal preventive programs may ultimately depend upon the extent to which such programs can be integrated into the mainstream curriculum practices of schools.
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Versnel, Joan, Jennifer de Lugt ., Nancy L. Hutchinson ., and Peter Chin . "Work-Based Education as a Pathway to Resilience." Journal of Education and Vocational Research 2, no. 5 (November 15, 2011): 143–53. http://dx.doi.org/10.22610/jevr.v2i5.35.
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The purpose of this study was to explore the potential of work-based education (WBE) as a pathway for enhancing resilience among youth-at-risk for disengaging from school. For students who have experienced traditional academic school as an adverse context, the decision to pursue an alternative path to high school completion, for example WBE, can be interpreted as agentic. We propose that WBE may have the requisite features of an educational context that fosters resilience in at-risk youth. We used a multipleperspective case study method involving three young people in their final stages of secondary school. The students were the focal participants in each case. Each was interviewed and observed on multiple occasions. We interviewed teachers and workplace supervisors associated with each student for additional perspectives. Cases were analyzed individually, followed by cross-case analyses utilizing a resilience framework. Our study revealed evidence that for the three youth we studied, WBE had many elements that appear to enhance resilience in a way that academic programs did not. WBE kept these students engaged in the school context and contributed to the eventual successful completion of secondary school for all three. Choosing WBE as a pathway to secondary school completion can be an agentic act by at-risk youth to achieve graduation. Engagement in WBE also appears to enhance resilience. WBE may foster resilience in at-risk youth, who despite academic adversity, progress to completion. Graduation from secondary school is frequently identified as a positive outcome and a predictor of success in productive occupation and adult life.
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McMahon, Brenda J. "Possibilities for Students At-Risk: Schools as Sites for Personal Transformation." in education 21, no. 2 (December 2, 2015): 3–25. http://dx.doi.org/10.37119/ojs2015.v21i2.230.
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This qualitative study furthers educational theory and research related to resilience and personal transformation. It develops connections between existing educational resilience research and change theories, and it utilizes these bodies of scholarship to propose a theory of personal transformation. Based on interviews with students who were successful in university after either not graduating from high school or graduating from non-academic high school programs, a metaphor of a Mobius strip is developed to hypothesize a theory of transformation as a means of understanding the students’ journeys.Keywords: education; equity in education; resilience
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Berger, Rony, Joy Benatov, Raphael Cuadros, Jacob VanNattan, and Marc Gelkopf. "Enhancing resiliency and promoting prosocial behavior among Tanzanian primary-school students: A school-based intervention." Transcultural Psychiatry 55, no. 6 (August 9, 2018): 821–45. http://dx.doi.org/10.1177/1363461518793749.
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Children in Sub-Saharan Africa are living under chronic adversity due to poverty, serious health issues, physical and sexual abuse, and armed conflicts. These highly stressful conditions have deleterious effects on their mental health and socio-emotional adjustment. Since many children lack adequate access to mental health care, culturally adapted school-based resiliency programs could provide a resource to scaffold their development and promote their mental health. This study evaluated the efficacy of a universal school-based intervention in enhancing the resiliency of Tanzanian primary school children and cultivating prosocial behaviors. A total of 183 students from grades 4 to 6 were randomly assigned to either the 16-session “ERSAE-Stress-Prosocial (ESPS)” structured intervention or to a Social Study curriculum (SS) active control group. The original ESPS program was adapted by Tanzanians mental health professionals who modified the program based on local idioms of distress and indigenous practices. Students' resilience was evaluated before, after and 8 months following the intervention by assessing social difficulties, hyperactivity, somatization, level of anxiety, prosocial behaviors and school functioning as well as academic achievements and disciplinary problems. There was significant improvement on all outcome measures for the ESPS group compared to the control group post-intervention and at the 8-month follow up. The ESPS intervention was equally effective on most measures for students experiencing different adversity levels. The results indicate that a culturally adapted universal school-based intervention can be effective in enhancing Tanzanian students' resiliency and promoting prosocial behaviors. Should these results be replicated and found enduring, the modified ESPS could be a valuable mental health-promoting intervention in other low-income countries.
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Reynolds, Andrew D., and Rachel Bacon. "Interventions Supporting the Social Integration of Refugee Children and Youth in School Communities: A Review of the Literature." Advances in Social Work 18, no. 3 (September 18, 2018): 745–66. http://dx.doi.org/10.18060/21664.
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Schools function as a primary driver of integration and as a link to resources and assets that promote healthy development. Nevertheless, most research studies on school-based programs are conducted on mainstream students, and school professionals looking to deliver interventions serving refugee students are forced to choose between evidence-based programs designed for the mainstream and developing new programs in the cultural framework of their students. The purpose of this literature review is to provide a summary of recent research on successful, evidence-based programs as well as promising interventions and practice recommendations in five core practice areas in schools: school leadership and culture, teaching, mental health, after-school programming, and school-parent-community partnerships. These findings are presented drawing from theoretical frameworks of ecological systems, social capital, segmented assimilation, resilience, and trauma, and describe how such theories may be used to inform programs serving refugee children and youth. Additionally, this review describes the core components of successful programs across these practice areas to inform researchers and practitioners as they select and develop programs in their own school communities. Finally, this review concludes with a discussion of human rights in the education of refugee children and youth.
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Rosyida, Fatiya, Alfi Sahrina, Nurhikmah Isanaeni, and Putri Avivah El Hayati. "A Trend of Environmental Care and Disaster Resilience Based-Primary School Program to Emerge the Environmental Care and Disaster Resilience Attitude since the Early Age (A Case Study of Malang Regency)." IOP Conference Series: Earth and Environmental Science 1066, no. 1 (July 1, 2022): 012016. http://dx.doi.org/10.1088/1755-1315/1066/1/012016.
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Abstract An attitude of environmental care and disaster resilience should be emerged since the early age. The emergence of those attitudes can be started from school, especially the Primary School. The Primary School initiated several programs that can be done. This study used a survey conducted in several schools in Malang Regency. The survey was carried out by providing questionnaires, interviews and observations. The results showed that the most widely held programs were environmental care in 64%, 18% in disaster resilient programs, while the rest 18% do both of programs. It is important to conduct research to find out the trend of the programs carried out by the school so that it can provide valuable lessons for the other schools.
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Cucui, Corina. "The relevance of intervention programs in developing of the resilience în children with diabetes." Vector European, no. 2 (November 2024): 199–204. https://doi.org/10.52507/2345-1106.2024-2.36.
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The article highlights the significance of developing resilience among children with diabetes, particularly during the school age, which is considered an important stage for personal and emotional development. During this phase, children face specific challenges associated with the illness as well as demands related to their cognitive and emotional maturation. To support them in managing these challenges, it is essential to strengthen resilience, growth mindset, self-esteem, and emotional intelligence through intervention programs based on the concept of assisted resilience, tailored to their specific developmental and support needs, coordinated by specialists in the field. We believe it is essential to implement strategies to enhance resilience in all children, even when their symptoms appear minimal and they seem to have adequate social support and adaptive skills.
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Suranata, Kadek. "The demography effect on Tri Kaya Parisudha based cognitive behavioral counseling effectiveness." JPPI (Jurnal Penelitian Pendidikan Indonesia) 6, no. 1 (June 30, 2020): 22. http://dx.doi.org/10.29210/02020378.
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This study aims to develop a cognitive-behavior counseling model based on Tri Kaya Parisudha in improving students' non-cognitive skills. Participants in this study were 45 students. The resilience data were obtain by Indonesian version of resilience scale and analyzed with ANOVA aided by the JASP program. The results of the study found that; (1) the cognitive-behavior counseling model based on Tri Hita Karana is effective in improving students' resilience (2) there is a difference in effectiveness model in overall area of students (3) programs that achieve acceptance and accessibility by students and the school counselor.
Dissertations / Theses on the topic "School-Based resilience programs"
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BRIGANTI, ROCCO. "Prevention and Protection from child abuse and neglect: a narrative perspective in school-based prevention programs." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2022. http://hdl.handle.net/10281/363765.
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Dalle policies internazionali a quelle nazionali, la ricerca analizza best practices riconosciute, reviews specifiche e diversi approcci metodologici compresi diversi aspetti di analisi e ricerca quantitativa. La ricerca ha visto una dimensione esperienziale importante con differenti opportunità realizzate nel corso del percorso di dottorato, aziendali ed extra aziendali.
In specifico il percorso ha consentito la possibilità di fotografare il fenomeno in tre studi nazionali di impatto del fenomeno di abuso e maltrattamento in collaborazione con Autorità Garante dei Diritti dell’Infanzia e Adolescenza, Terre des Homme, CESVI, Ministeri (Welfare, MIUR, Politiche sociali, Sanità), ISTAT, Ordine degli Assistenti Sociali, Istituto degli Innocenti. L’impatto della prevenzione, o della mancata prevenzione, viene fortemente individuato in una dimensione quantitativa per la prima volta in Italia (2013) e aggiornata nel corso del 2020. In tutti questi studi a evidente metodologia quantitativa ho potuto svolgere ruoli di primissimo piano, dai Comitati Scientifici ai gruppi di ricerca ristretti. La produzione di questi documenti saranno focali nella tesi di dottorato inquadrando il fenomeno in maniera puntuale e associando alla dimensione quantitativa una lettura e analisi qualitativa determinante per promuovere, incrociare e innovare le policies nazionali ed internazionali sul tema.
La tesi “in impostazione” vuole mettere a punto una sorta di manuale spendibile a livello internazionale le cui collaborazioni e connessioni sono già strutturare e impostate, grazie al ruolo di co-chair scientifico di ISPCAN (International Society for Prevention Against Child Abuse and Neglect) e le dirette collaborazioni con David Finkelhor, maggior esponente mondiale relativamente alla ricerca scientifica sul focus dell’elaborato di tesi.
Le criticità incontrate sono legate alla dimensione executive che condiziona in maniera determinante tutti gli aspetti del percorso di dottorato, dalla ricerca all’incrocio strettamente operativo e meno speculativo, imprescindibile. La dimensione executive richiede inoltre, una modalità di approccio multidimensionale, multidisciplinare e, per certi versi, difficilmente circoscrivibile nel dottorato ordinario.
Questo “status” ha rappresentato e rappresenta la fatica maggiore di un percorso invece fortemente motivante e propulsivo sotto tantissimi punti di vista.
4 capitoli che passano dal quantitativo (Dossier AGIA) ad un incrocio quali-quantitativo (Indice di Maltrattamento Regionale) per una chiusura sulla dimensione più educativa. Negli ultimi due capitoli infatti si analizzerà in dettaglio quanto emerso dalla literature review da un punto di vista metodologico e di modello di intervento per poi chiudere, nel capitolo conclusivo, con una specifica analisi del modello dell’organizzazione protagonista del dottorato executive e i propri impatti.From International to National policies, the research analyses recognized best practices, specific reviews and different methodological approaches including various aspects of quantitative analysis and researches. The research has met an important experimental dimension with several opportunities realized during the course of the PhD, corporate and non-corporate. In one specific situation, the path allowed the possibility of map the phenomenon in three National studies on the impact of the phenomenon of child abuse and maltreatment in collaboration with the Autorità Garante per l’Infanzia e l’Adolescenza, Terre des Hommes, CESVI, different Government Authorities (Welfare Minister; MIUR, Social Policies and Health Ministers), Istituto degli Innocenti. The impact of prevention, CNOAS, ISTAT. The impact of prevention, or prevention, is strongly identified in a quantitative dimension for the first time in Italy (2013) and updated during 2020 from Scientific Committees to restricted research groups. The production of these documents will be focal in the doctoral thesis by framing the phenomenon in a precise way and associating the quantitative dimension with a qualitative reading and analysis that is crucial to promote, cross and innovate national and international policies on the subject. The thesis aims to develop a sort of manual that can be used internationally whose collaborations and connections are already structured and set up, thanks to the role of scientific co-chair of ISPCAN (International Society for Prevention Against Child Abuse and Neglect) and direct collaborations with David Finkelhor, the world's leading exponent of scientific research on the focus of the thesis. The critical issues encountered are linked to the executive dimension which decisively conditions all aspects of the PhD program, from research to the strictly operational and less speculative, essential intersection. Furthermore, the executive dimension is a multidimensional, multidisciplinary approach and, in some ways, requires that it can be circumscribed in the ordinary doctorate. This "status" has represented and represents the greatest effort of a path that is strongly motivating and propulsive from many points of view. 4 chapters that pass from official phenomenon mapping to a qualitative-quantitative intersection for a closure on the more educational dimension. In fact, the last two chapters will analyze in detail what emerged from the review literature from a methodological and intervention model point of view and then close, in the final chapter, with a specific analysis of the model of the organization that is the main focus of the executive doctorate and its impacts.
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Métais, Clément. "Quelle direction pour les programmes scolaires de résilience ? Une analyse de l'impact de la résilience sur l'épanouissement de l'élève." Electronic Thesis or Diss., Université de Lorraine, 2024. http://www.theses.fr/2024LORR0183.
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La santé mentale des jeunes en France et dans le monde se détériore depuis plusieurs années. Actuellement, on observe une augmentation des problèmes d'anxiété, de stress et de troubles comportementaux des adolescents, la dépression étant par ailleurs une cause majeure de souffrance chez les jeunes de 15 à 19 ans. La pandémie de COVID-19 a exacerbé ces problèmes en induisant chez de nombreux adolescents un manque d'activités physiques et de plein air, des habitudes de sommeil perturbées, ainsi qu'un isolement social. À cette période cruciale de leur développement, le milieu scolaire représente également un environnement stressant, avec des facteurs tels que la violence scolaire, les charges de travail, les attentes de réussite des parents. L'épuisement scolaire est une réalité pour de nombreux élèves, pouvant conduire à l'échec scolaire et impacter leur santé mentale.Pour autant, l'école représente également un milieu universel au potentiel d'action de grande envergure en faveur de la santé mentale. Il est possible d'y consolider et de promouvoir les ressources des adolescents, qu'elles soient personnelles et internes, ou bien externes, mises à disposition par l'environnement scolaire. Les programmes scolaires de résilience sont de ces outils qui permettent aux adolescents de développer les compétences et les ressources nécessaires pour faire face à l'adversité. Ils visent à prévenir les problèmes de santé mentale et à promouvoir le bien-être des élèves.Dans une volonté de contribuer à l'enrichissement du cadre théorique et empirique de ce domaine d'éducation (éducation aux compétences de la résilience et du bien-être), et ainsi aider au développement de telles interventions en milieu scolaire, l'objectif de cette thèse peut être formulé de la manière suivante : améliorer la compréhension des mécanismes et du rôle de la résilience dans le champ de la psychologie positive et de l'éducation positive, afin d'aider les élèves à s'épanouir et à faire face aux adversités présentes et futures.Les résultats de deux expérimentations menées dans des collèges et des lycées français dans le cadre de cette thèse montrent que les demandes et les ressources perçues par l'élève à l'école, ainsi que l'optimisme (un antécédent notoire de la résilience), ont un effet direct sur l'épuisement. De plus, l'optimisme et les ressources perçues ont également un effet direct sur la résilience. En retour, la résilience agit comme un médiateur sur l'épanouissement et la satisfaction de vie de l'élève. Ce lien est d'ailleurs confirmé dans une perspective longitudinale, car la résilience influence positivement l'épanouissement de l'élève tout au long de l'année scolaire.Ainsi, orienter le contenu des programmes de résilience pour (1) favoriser le développement de compétences permettant aux élèves de faire face aux demandes et (2) promouvoir leurs ressources (par exemple, l'optimisme) et celles mises à leur disposition par l'école, permettrait de réduire l'épuisement et d'améliorer leur résilience, contribuant en retour à leur épanouissement et à leur satisfaction de vieThe mental health of young people in France and around the world has been deteriorating for several years. Currently, there is an increase in anxiety, stress, and behavioral problems among adolescents, with depression being a major cause of suffering for those aged 15 to 19. The COVID-19 pandemic has exacerbated these issues by causing many adolescents to experience a lack of physical activity and outdoor time, disrupted sleep patterns, and social isolation. During this crucial period of their development, the school environment also represents a stressful setting, with factors such as school violence, workload, and parental expectations for success. School burnout is a reality for many students, potentially leading to academic failure and impacting their mental health.However, schools also represent universal environments with the potential for significant and wide-scale actions in favor of mental health. It is possible to consolidate and promote the resources of adolescents, whether they are personal and internal, or rather external, provided by the school environment. School-based resilience programs represent one of such solutions. They aim to prevent mental health problems and promote the well-being of students. More precisely, they are interventions that enable adolescents to develop the skills and resources necessary to flourish and to cope with adversity.With the aim of contributing to the enrichment of the theoretical and empirical framework of this field of education (i.e., resilience and well-being education), and thus helping to develop such interventions in the school environment, the objective of this thesis can be formulated as follows: to improve the understanding of the mechanisms and role of resilience in the field of positive psychology and positive education, in order to help students thrive and cope with present and future adversities.The results of two experiments conducted in French middle and high schools as part of this thesis show that the demands and resources perceived by the student at school, as well as optimism (a notable antecedent of resilience), have a direct effect on burnout. Additionally, optimism and perceived resources also have a direct effect on resilience. In turn, resilience acts as a mediator on the student's flourishing and life satisfaction. This link is then confirmed in a longitudinal perspective, as resilience positively influences student's flourishing throughout the school year.Therefore, shaping the content of resilience programs in a way to (1) foster the development of skills that enable students to cope with demands and (2) promote their resources (e.g., optimism) and those provided by the school, could help reduce burnout and improve their resilience, thereby promoting their flourishing and life satisfaction
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Nears, Kennard. "The achievement gap effects of a resilience-based after school program on indicators of academic achievement /." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-08062007-152049/.
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The present study examined the Wake County Super Opportunities with After-School Resources (SOAR) after-school program to determine its effectiveness concerning students? academic success. One thousand two hundred and four SOAR participants, including those students who were asked to attend, but did not, and 18,407 Wake County students who had not attended SOAR participated in the study using their End of Course (EOC) actual and expected scores. It was hypothesized that: (1) students involved with the SOAR after-school program would perform significantly better than students not involved with the program; (2) greater attendance in the SOAR after-school program would produce significant gains in academic achievement; (3) African American students involved in the SOAR program would perform significantly better than African American students in the same school district (Wake County) not involved in SOAR; and (4) African Americans students involved in the SOAR program would perform significantly better than European Americans students in the same school district (Wake County) not involved in SOAR. All hypotheses were supported. Participants in the SOAR program significantly outperformed students not involved in the program or attended once; students who attended ten or more times in the SOAR program significantly outperformed students who attended less than ten times. African Americans in the SOAR program who attended ten or more times, significantly outperformed European Americans in the SOAR program who attended ten or more times and African Americans and European Americans in Wake County not involved in SOAR. African Americans in SOAR did not outperform European Americans participating in SOAR when the entire sample was analyzed. This suggests that the group affect was greater for African Americans. The present study provides evidence that a well-designed after-school program, which focuses on increasing students? resiliency by building their academic skills, their sense of belonging, their sense of usefulness, and their personal potency can close the achievement gap between African Americans and European Americans and can yield positive results for all students involved in the after-school program.
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Meza, Luis Adolfo. "A mindfulness-based burnout prevention program for elementary school social workers and colleagues to promote resiliency| A grant proposal." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10096075.
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Working in school settings can present school social workers, teachers, and counselors with multiple risk factors that increase their likelihood of experiencing burnout. Providing direct services to students on a regular basis can have a negative impact on their overall sense of well-being along with other factors associated with being employed as a social service provider. Promoting Resilient School Personnel project (PRSP) consists of a series of on-site mindfulness-based stress reduction (MBSR) workshops aimed at providing school social workers, teachers, and counselors at a public school in Los Angeles County with the resources to understand and help prevent burnout, the opportunity to learn and practice different mindfulness-based techniques, and strategies to establish long term self-care habits that promote a high sense of well-being. A potential funder was identified, although actual funding and submission of this grant proposal were not requirements for the successful completion of this project.
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Dlamini, Mathokoza James. "A critical analysis of the learning culture of resilient schools within rural communities in Mpumalanga." Diss., 2004. http://hdl.handle.net/10500/2046.
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The purpose of this study was to investigate those aspects of resilient schools which are particularly beneficial for schools within rural communities in Mpumalanga. The study was done in two phases: a literature review focussing on the culture of learning of resilient schools and an empirical investigation focussing on the culture of learning of resilient schools within rural communities in Mpumalanga. Two secondary schools were selected according to criteria of resiliency. The study involved qualitative approaches, in-depth observations and interviews with key informants: principals, teachers, learners and members of the school governing bodies.
The data demonstrate that there is no distinctive aspect of the culture of learning of resilient schools because all aspects are interrelated and interdependent. This study discovered that the most effective aspect, which benefits the culture of teaching and learning in resilient schools, was the involvement of all stakeholders.Educational Management
M.Ed.
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Ashdown, Deborah Anne. ""Dancing with change": evaluating an ecosystemic substance abuse intervention programme for youth." Diss., 2006. http://hdl.handle.net/10500/1649.
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The "Dancing with Change" Programme (DWCP) is an ecosystemically informed substance abuse
intervention programme that was developed by the participants and myself with the aim of building
resilience towards substance abuse among youth. The DWCP was conducted in the school setting, with ten volunteer Grade 7 learners over a ten-week period for an hour a week. The learners' parents participated in an initial needs assessment and in a feedback session at the end of DWCP, together with the life skills
teacher and headmaster who observed and contributed to the process. An independent observer, present at each session, served to increase the dependability and confirmability of the evaluation findings. The DWCP appeared to have achieved its goals as defined by the participants. The evaluation findings are presented as a guide for people working in the field of adolescent substance abuse that synthesises best practice and lessons
learnt in the field.Psychology
M.A.(Clinical Psychology)
Books on the topic "School-Based resilience programs"
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Everett, Mia. School-Based Mental Health. Edited by Hunter L. McQuistion. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190610999.003.0009.
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The majority of children and adolescents in need of mental health services do not receive adequate care. Barriers to quality care include limited financial resources, social stigma, and a paucity of appropriately trained clinicians. The deleterious effects of untreated childhood mental illness have been well documented. School-based child and adolescent psychiatrists are on the front line of managing this public health crisis. Approximately 75% of mental health services for children and adolescents are provided in educational settings. The success of school-based mental health programs is contingent upon effective collaboration between the practitioner, caregiver, child/adolescent, and educator. In this chapter, a case is used to illustrate salient features of school-based psychiatric practice, including assessment tools, interventions, educational advocacy, and logistical considerations. The practice of public psychiatry in school-based settings should optimally adhere to the principles of recovery, resilience, and cultural competence.
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Maltzman, Sara, ed. The Oxford Handbook of Treatment Processes and Outcomes in Psychology. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199739134.001.0001.
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TheOxford Handbook of Treatment Processes and Outcomes in Psychologypresents a multidisciplinary approach to a biopsychosocial, translational model of psychological treatment across the life span. It describes cutting edge research across developmental, clinical, counseling, and school psychology; social work; neuroscience; and psychopharmacology. TheHandbookemphasizes the development of individual differences in resilience and mental health concerns, including social, environmental, and epigenetic influences across the life span, particularly during childhood. TheHandbookis a primer for practitioners and researchers, and is a guide for clinics and oversight bodies responsible for decision making regarding training of staff and the evaluation of treatment effectiveness. TheHandbookis appropriate reading for students in graduate programs in psychology, social work, and counseling. ThisHandbookpresents work by experts from multiple disciplines to readers who otherwise might have difficulty gaining direct access to the works by these authors. Detailed discussions are offered that expand on areas of research and practice that already have a substantive research base, such as self-regulation, resilience, defining evidence-based treatment, and describing client-related variables that influence treatment processes. TheHandbookalso includes chapters devoted to newer areas of research (e.g., neuroimaging, medications as adjuncts to psychological treatment, and the placebo effect). Additionally, it includes chapters that address treatment outcomes, such as evaluating therapist effectiveness, examining treatment outcomes from different perspectives, and assessing the length of treatment necessary to achieve clinical improvement. TheHandbookprovides entrée into research as well as “hands on” guidance and suggestions for practice and oversight, making it a valuable resource for graduate students, seasoned practitioners, researchers, and agencies alike.
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Brunzell, Tom, and Jacolyn Norrish. Creating Trauma-Informed, Strengths-Based Classrooms. Jessica Kingsley Publishers, 2021. https://doi.org/10.5040/9781805015543.
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With accessible strategies grounded in trauma-informed education and positive psychology, this book equips teachers to support all students, particularly the most vulnerable. It will help them to build their resilience, increase their motivation and engagement, and fulfil their full learning potential within the classroom. Trauma-informed, strengths-based classrooms are built upon three core aims: to support children to build their self-regulatory capacities, to build a sense of relatedness and belonging at school, and to integrate wellbeing principles that nurture growth and identify strengths. Taking conventional approaches to trauma one step further, teachers may create a classroom environment which helps students to meet their own needs in a healthy way and progress academically. Based on the successful Berry Street education strategies pioneered by the authors, this book also includes comprehensive case studies, learning points and opportunities for self-reflection, fully supporting teachers to implement these strategies within the classroom.
Book chapters on the topic "School-Based resilience programs"
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Youssef, Adriana M., Alyssa S. Garr, and Abigail H. Gewirtz. "Evidence-Based Parenting Programs for School-Aged Children." In Parenting and Children's Resilience in Military Families, 229–50. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-12556-5_13.
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Dong, Pool Ip. "13. Children’s Emerging Play and Experience in the Covid-19 Era." In Play in a Covid Frame, 285–98. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0326.13.
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This chapter examines diverse distance education strategies used in Korean early childhood education and care (ECEC). Focused on the Covid-19 situation in the South Korean educational context, it introduces how Korean teachers and parents made an effort to promote and provide opportunities for children’s play. Examples of this include teachers sending ‘A Package for Play’, using education portals and providing distance education through media (e.g. real-time interactive learning via Zoom and content-based learning via TV programmes). This chapter also analyzes how young children, teachers, parents and educational cultures were changed as they faced the challenges of Covid-19 in South Korea. Lockdowns and school closures offered young children an opportunity to realize the importance of their friends in their play. Some Korean parents’ perception of distance education changed from one of anxiety and pressure to a chance to better understand their children and ECEC. For Korean teachers, it was an opportunity to try creative new teaching methods and support for play in ECEC settings. The Korean cases in this chapter will give an insightful perspective into diverse educational resilience, educational possibilities and implications in the Covid-19 era.
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Goforth, Anisa N., and Andy V. Pham. "Introduction." In Culturally Responsive School-Based Practices, 1–8. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/med-psych/9780197516928.003.0001.
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Abstract This chapter provides an introduction to the purpose and outline of this volume. The authors focus on the foundations of culturally responsive practice, culturally responsive assessment, and promoting resilience through counseling, interventions, and evaluation of programs. Culturally responsive practice and engaging in cultural humility are the foundation of this book, and the authors share their process of critical reflexivity in writing it. Further, a rationale is provided for using certain terms and language throughout the book. This book is a much-needed resource for a broad range of practitioners in schools and can be useful for general educators, special educators, and administrators who are interested in understanding how to provide culturally responsive services to culturally and linguistically diverse students.
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Epe, Roxanna Balbido. "Children and Disaster Risk Reduction: Building Resilience from Education, Local Government Units, and Communities." In Disasters in the Philippines, 88–112. Policy Press, 2023. http://dx.doi.org/10.1332/policypress/9781529222906.003.0005.
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This chapter is based on an independent and follow-up study on integrated child-centered disaster risk reduction and management (IC-DRRM) programs and activities of the Department of Education, concerned local government units (LGUs), and select communities in Bohol, Philippines, that were the project-implementing partners of the School-based Disaster Risk Reduction and Management in the Philippines. Adopting the insider and outsider perspectives of doing qualitative research provide an in-depth and objective analysis in examining whether the project interventions during the Bohol earthquake post-disaster response and partners’ initiatives are sustained and/or scaled up that promote resilience among children and communities. Results of the study demonstrate the synergies, child participation, and how the Department of Education, the two pilot LGUs (Maribojoc and Loon), and their communities have adopted and scaled up to sustain an integrated child-centered DRRM as they move forward in resilience building. The conclusion underscores the much-needed IC-DRRM and resilience building and its requisites for safer and resilient schools and communities and ‘disaster risk proofing development’ towards sustainable development.
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Hamburg, David A., and Beatrix A. Hamburg. "Exemplary Programs of Conflict-Resolution Education." In Learning to Live Together. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195157796.003.0016.
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As more has been learned about the antecedents of youth violence and the core elements of effective prevention programs, there has been growing interest in development of multicomponent programs with a sharp focus on conflict-resolution education. This trend has been fueled not only by the nationwide school shootings, which are dramatic and frightening though actually quite rare, but by two other considerations as well. There is a realization that disruptive behavior in the classroom is highly prevalent and that it takes a great toll in terms of both student distress and major erosions of classroom teaching time. Changing demographics have introduced far greater diversity in the schools, and new challenges are confronted with the mix of cultures. Richard Bodine and Donna Crawford of the National Center for Conflict Resolution Education provide a major review and analysis of current and recent specific efforts to educate for conflict resolution in U.S. schools. They present key research findings from the emergent field of conflict-resolution education and include an overview of relevant contributions from the literature on risk factors and resilience in youth development. Based on these data, they have developed a comprehensive four-part program of conflict resolution education. In doing so, they delineated four curricula segments for conflict-resolution education that are independent but also interrelated. These are the process curriculum, the mediation program, the Peaceable Classroom, and the Peaceable School. The four curricula segments represent a nested set of components, each of which can be used independently, but when taken together, as intended, for each additional component added there are increasingly positive results with maximal efficacy and long-term impact when the full program is mounted. When the full program is implemented, it has direct impacts on students, teachers, other school personnel, and parents. Although there are gains with partial implementation, achievement of the full potential of the program depends on the successful implementation of all segments. When possible, there should be continuity of training across grades, usually in the form of short courses, informal follow-up opportunities, or curriculum development. Shared key themes are central to all four segments, and all apply equally to children and adults. These key themes are (a) awareness of biases, (b) learning the skill of good listening, (c) learning the skill of constructive response, and (d) making conscious commitments to mutually beneficial, win-win solutions. Methods used are developmentally appropriate to each age group.
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Whitacre, Michelle P., and Lynda Leavitt. "Cultivating Disruptive Innovators." In Advances in Educational Marketing, Administration, and Leadership, 169–94. IGI Global, 2024. https://doi.org/10.4018/979-8-3693-6220-4.ch007.
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This chapter explores the critical intersection of disruptive innovation and educational leadership, focusing on how Doctor of Education (EdD) programs can cultivate innovative thinking in school leaders. Drawing from Clayton Christensen's disruptive innovation theory, the chapter examines how educational leaders must move beyond traditional paradigms to meet the demands of a rapidly evolving educational landscape. It discusses the systemic challenges that impede innovation in schools and offers six evidence-based strategies for developing educational leaders capable of driving disruptive change: experiential learning, entrepreneurial skills, interdisciplinary learning, communities of practice, technology integration, and fostering emotional resilience. Anchored in their experiences redesigning an EdD program centered on design thinking and innovation, the authors highlight the successes and challenges of equipping leaders with the creative, visionary, and risk-taking skills necessary to transform education.
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Sullivan, Amanda L., Andy V. Pham, Mollie Weeks, Thuy Nguyen, and Quennie Dong. "Enfranchising Socially Marginalized Students." In Fostering the Emotional Well-Being of our Youth, 375–94. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190918873.003.0019.
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Some of the most vulnerable children in schools, such as immigrants, refugees, and students from economically disadvantaged backgrounds, experience disenfranchisement and marginalization due to practices and policies that restrict rights and privileges based on their minoritized or economic statuses. Moreover, these children encounter a plethora of risk factors, environmental stressors, and traumatic experiences that have significant implications for school mental health. Thus, there is a great need to highlight culturally responsive practices and school-based interventions that enfranchise vulnerable youth. The chapter first outlines the historical and sociopolitical contexts relating to marginalization of youth from diverse backgrounds. Examples of culturally adapted interventions and programs are discussed with a focus on multitier support to reduce inequity and bolster resilience. Lastly, recommendations are provided for school mental health providers and stakeholders using inclusive education and advocacy to support the unique challenges and needs of those historically disenfranchised within the educational system.
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McMillan, Cassie, Daniel T. Ragan, and Alana Colindres. "Variation in network processes across community and school district contexts." In Teen Friendship Networks, Development, and Risky Behavior, 247—C10P86. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197602317.003.0010.
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Abstract An established line of research finds that adolescent networks both shape and are shaped by individual participation in problem behaviors, such as delinquency, drinking, and smoking. However, less work considers whether the processes linking risky behaviors and peer networks differ across community and school district contexts. This chapter considers whether there are significant differences in four network processes related to friend selection and peer influence across the large sample of longitudinal networks from the PROSPER (Promoting School-community-university Partnerships to Enhance Resilience) Peers study. Overall, we find limited evidence for meaningful variations in processes across networks, suggesting that interventions designed to promote positive behaviors in the context of peer networks can be applied similarly across communities. However, we also find important exceptions. For instance, in schools with larger student bodies, students engaged in delinquency and past-month drinking send more friendship ties than would otherwise be expected. We discuss the implications of our findings for school-based intervention programs and conclude with suggestions for future work.
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Rhoades, Elizabeth K. "Providing Primary Prevention and School Mental Health Services to LGBTQ+ Children and Youth." In Research Anthology on Mental Health Stigma, Education, and Treatment, 661–80. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8544-3.ch039.
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This chapter provides an overview of the difficulties facing LGBTQ+ youth in schools and their barriers to healthy psychosocial development. The risk and resiliency model is applied to these challenges, and specific risk factors and resiliency factors are explored. The focus is on means to foster healthy growth and development in sexual minority students through developing school-based programs and practices that have been proven to increase resiliency. The chapter provides specific strategies for school-based mental health professionals to use to increase resiliency in sexual minority youth through the application of school-wide policies and practices. Strategies for making such systemic changes and garnering support are also presented.
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Rhoades, Elizabeth K. "Providing Primary Prevention and School Mental Health Services to LGBTQ+ Children and Youth." In Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy, 138–63. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1404-7.ch005.
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This chapter provides an overview of the difficulties facing LGBTQ+ youth in schools and their barriers to healthy psychosocial development. The risk and resiliency model is applied to these challenges, and specific risk factors and resiliency factors are explored. The focus is on means to foster healthy growth and development in sexual minority students through developing school-based programs and practices that have been proven to increase resiliency. The chapter provides specific strategies for school-based mental health professionals to use to increase resiliency in sexual minority youth through the application of school-wide policies and practices. Strategies for making such systemic changes and garnering support are also presented.
Conference papers on the topic "School-Based resilience programs"
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OLĂRESCU, Valentina, and Delia CRISTESCU. "School-based intervention for the development of resilience in students." In Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională, 275–81. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v1.21-22-03-2024.p275-281.
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From an ecological perspective, resilience can be considered as the ability of a system (e.g. child, family, school) to recover and to adapt, following exposure to an adverse event, such as natural disasters, domestic violence, abuse and neglect, bullying, and others. School is the environment where children spend most of their time, which qualifies it as the right place to implement programs aimed at developing resilience. Therefore, the objective of this study was to identify and systematize the empirically validated interventions from the literature, which aimed to develop the resilience of students in the school environment. Using associations between keywords such as "resilience", "school", "interventions", "strategies" we searched national and international databases for articles published starting with the year of 2014. The results showed that the intervention programs that had the greatest impact were the universal ones, which include members from school, family and community. Also, the programs have mostly focused on increasing school performance, academic success and student well being and decreasing mental health problems.
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Paidakaki, Angeliki, Emilie Taylor Welty, Mart Deceuninck, and Pieter Van Den Broeck. "A Replicable Model for Educating Community Architects." In 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.58.
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Contemporary community architecture and disaster resilience scholarship have shed light on the work of community architects, highlighting the features, merits and limitations of this practice in building community/disaster resilience through participatory design processes. However, a knowledge gap not yet bridged is how these community architects are academically trained to practice community-oriented work and how Schools of Architecture – through such training – catalyze community development in the cities in which they are located. In the current era of climate change and given the disastrous consequences of unequal post-disaster recovery and redevelopment processes, it is critical to have community architects who are able to cope with this new reality. Therefore, it is important to gain knowledge on how to train community architects and in this way contribute to the formation of the future generation of architecture students into socially conscious community architects who promote a more socially just built environment. The aim of this paper is to outline a pedagogical model for educating community architects based on an analysis of a case study in the USA, a place where much of this pedagogy is being developed, namely the Small Center. The Small Center functions as the community design center of the Tulane School of Architecture in New Orleans. The paper illustrates and reviews this pedagogical model through an analysis of a design/build studio at the Small Center that took place during the fall semester of 2021-2022. In this 14-week studio, students were challenged to design and build a 960 square foot outdoor teaching kitchen and water management strategy for a local farm to accommodate expanded educational events on site. The design team worked with the staff and stakeholders of the partnering farm on a project that connects people of all ages to their food systems and local ecologies at multiple scales within the completed project. During one-month ethnographic research with the Small Center, empirical data was harvested through review of project materials, semi-structured interviews with students, alumni and teachers and site visits to the farm. The paper shows how live community-based project pedagogy helps students take on some of the various multi-faceted roles of a community architect and effectively learn by doing. Students gain insight into the impact of community engagement and the challenges involved, such as a limited budget, communication within the project team and collaborating with non-designers. This research offers deeper insight into the pedagogical approach, teaching methods and the projects of community architecture programs in the USA. The paper outlines key takeaways and critical reflections from the ethnographic research and case study analysis that are relevant to Departments/Schools of Architecture across the Globe as they prepare the next generation of architects.
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Patel, Roshani, Steven M. Brunwasser, and Alissa Hochman. "Evaluating the Effectiveness of a School-Based Cognitive Behavioral Youth Depression Prevention Program in Improving Life Satisfaction." In 28th Annual Rowan-Virtua Research Day. Rowan University Libraries, 2024. http://dx.doi.org/10.31986/issn.2689-0690_rdw.stratford_research_day.19_2024.
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Depression is the leading cause of disability worldwide, known as the global burden of disease. Incident cases from 1990 to 2017 have increased by 49.86%. Additionally, rates have been seen to dramatically rise in adolescents aged 18-25 (17%) compared to rates in individuals aged 10-14 (1.1%). This makes it beneficial to have prevention programs for middle school aged children. The Penn Resiliency Program (PRP) is a youth depression prevention program focused on cultivating healthy thinking styles and behavioral coping skills. In our study, we used archival data from a randomized control trial of PRP to evaluate whether the program led to improvements in life satisfaction in adolescents. Life satisfaction was reported using the Satisfaction with Life Scale by Diener. We used mixed effects modeling to evaluate the data collected from the PRP clinical trial. It was found that children in PRP tended to report slightly higher levels of life satisfaction, but these differences were not statistically significant. We did not find compelling evidence that children in PRP reported higher life satisfaction levels than those who received no intervention. Residual diagnostic analyses showed minor departures from normality in our residuals at high and low ends of the distribution, but overall the statistical model assumptions appeared to be reasonable. In conclusion, the data does not show enough evidence to conclude that life satisfaction was improved. Future research should look at functional outcomes, e.g., the child’s academic and social wellbeing.
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Malcoci, Ludmila. "The social protection of persons with disabilities through strengthening social resilience." In Consolidarea rezilienței sociale prin valorificarea capitalului uman în contextul aderării Republicii Moldova și Ucrainei la Uniunea Europeană, 54–88. Moldova State University, 2024. https://doi.org/10.59295/crs2024.06.
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The author examines the social protection of persons with disabilities in the Republic of Moldova from the perspective of a human rights-based approach and a new paradigm. This paradigm emphasizes that equitable social protection for persons with disabilities, aimed at preventing discrimination and promoting social inclusion, involves: (a) ensuring income security to access necessary goods and services, (b) covering disability- related extra costs and facilitating support access, (c) providing access to healthcare, including disabilityrelated medical care and rehabilitation, and (d) improving access to life-cycle services such as childcare, education, vocational training, and employment support. The literature review and analysis of statistical data indicate that despite significant efforts over the past 14 years since the ratification of the UNCRPD to develop and implement an inclusive legal framework, persons with disabilities in Moldova still face limited income security and restricted access to social and community-based mainstream services. The situation is exacerbated during emergencies like the COVID-19 pandemic or the Ukrainian refugee crisis. Key research findings include: Moldova's disability determination system is shifting from a medical to a social model, but the transition is incomplete. Increased documentation requirements and limited information have made access to disability determination services more difficult, especially for those with severe disabilities and rural inhabitants. Social protection measures are inadequate and fail to address the diverse needs of individuals with various disabilities, affecting their eligibility for social assistance. Despite having a supportive legal framework, Moldova lacks a national program for integrated social services, with many services failings to meet quality standards. Individuals with disabilities face reduced access to health and education services due to poor infrastructure, insufficient resources, and a lack of inclusive policies. The pandemic worsened these access issues, particularly affecting benefits and services for those with severe disabilities, even though temporary government measures were implemented. To ensure equitable social protection for persons with disabilities, the author recommends: estimating minimum income and social protection needs and developing a national program for integrated social services with quality standards and trained personnel; collecting and analyzing data on access and barriers to health services, ensuring physical and informational accessibility, confidentiality, and support services; integrating disability aspects into education indicators and revising inclusive education funding mechanisms, providing educational support services, accessible infrastructure and equipment, and training for educators and school management; enforcing mandatory employment quotas for persons with disabilities, offering complementary incentives, rehabilitation, career guidance, vocational training, and workplace support services; and incorporating disability considerations into emergency situations and disaster risk management laws and policies.
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Al Karbi, H., M. Jamal Bahumaish, N. K. Unnikrishnan, M. Al Suwaidi, M. Alnuaimi, and M. Alshamsi. "A Systematic Approach in Developing Young UAE National Engineers as Part of Strategic Nationalization and Organizational Development." In ADIPEC. SPE, 2023. http://dx.doi.org/10.2118/216086-ms.
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Abstract Developing young engineers in oil field industry is crucial for the future of UAE, it is important to provide young engineers with proper training, mentorship, and opportunities to gain hands-on experience through systematic approach to build their technical skills and confidence. By investing in the development of young engineers, we can ensure that the organization remains resilient, innovative, efficient, and sustainable for years to come. The general process of developing young employees is as follow: The community outreach to UAE Nationals, graduating from high school to study majors relevant to Engineering & Operations.HR on boarding team providing new joiners an orientation program about the company policies.Core discipline division.Overview about YDP "Young Development Program" training.Coaches and Mentors assigned to each young engineer. In terms of methods and procedures that have been followed to assure the success of development process strategy, prior completing the training programs, the coaching mainly focus on practice & developing a learning curve, providing job opportunities, and required training enhancing technical experience & cooperating with shareholder and service companies to provide exposure of hands-on work. Not only that, but site experience is also essential for a wide exposure and knowledge on several operation jobs. Therefore, a weekly site visit is one of the essential methods that have been implemented and followed in industrial organization to develop the employees. As a result, young national engineers are leading the technologies in Drilling, Engineering & Operations, Rigless Operations, Completion, Drilling Fluid and Drilling Planning. UAE young Drilling Engineers are also handling Unconventional Drilling Operations. Moreover, giving the opportunities to shatter stereotypes and pave the way for future female generations, young females has been assigned to site-based jobs. Furthermore, there is a noticeable increase in the number of national engineers, who are assigned to be Drilling Engineers, Drilling Fluid Engineers, Completion Engineers, and Project Leads. With the progression of time, more UAE nationals have accepted the challenge and displayed enormous efforts and talents to break glass ceilings continuously within the Drilling Industry. Through the outreach programs, companies are displaying trust and faith in the young UAE national's prospect's abilities.
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Ziakkas, Dimitrios, Linda Tomko, and Dimitra Eirini Synodinou. "Cognitive Systems Challenges of Virtual Reality (VR) and Simulated Air Traffic Control Environment (SATCE) in Flight Training: The Purdue Case Study." In Intelligent Human Systems Integration (IHSI 2024) Integrating People and Intelligent Systems. AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004473.
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Adaptive training capabilities based on AI can provide learners with a personalized learning path. It is a capability that customizes the trainee's learning experience to their identified learning preference while providing the quickest route through the pilot training program. To accomplish this, the training design and process is supported by cognitive theories, providing a succession of contextualized recommendations based on the training program goals and learner performance. The aviation industry seeks novel methods for pilot training that are more efficient. Competency-Based Training and Assessment (CBTA) is a method that proposes an assessment process to help understand how a flight crew manages both foreseen and unforeseen incidents, and uses this data to help the crew achieve a higher level of efficiency and performance. By training pilots in a virtual environment, instructors introduce evidence-based scenarios testing the pilot's performance while collecting relevant data. Biometric data allows for accurate training and assessment of pilot behaviors and performance parameters in competencies like, but not limited to, application of procedures, proper use of automation, manual flying, communication, workload management, situation awareness, decision making, and resilience. Considering communication competencies from a training perspective, AI (Virtual Reality - Simulated Air Traffic Control Environment; VR-SATCE) would allow pilots to improve their communication skills, enable pilots to ask questions with a specifically trained Generative Pre-Trained Transformer (GPT) model, and receive a validated answer. The virtual instructor updates the training scenarios in real-time and corrects the trainees instantly during the training session – in the same or better and safer way an experienced Type Rating Instructor would. Moreover, the same AI crewmember – a virtual instructor – can also function as an uncooperative co-pilot, which will enhance the student's training in managing difficult situations when lacking support from team members. The Purdue School of Aviation and Transportation Technology (SATT) case study focuses on the cognitive aspects of flight training using immersive technologies. This research aims to improve training effectiveness by incorporating immersive technologies in aviation training. Dynamic real-time visualization, automatic human (pilot) profile assessment, and adaptive training system technologies can potentially improve flight training's overall efficacy and efficiency. By using these technologies, all persons participating in flight training will obtain comprehensive insight into the participants' performance and cognitive limitations, ultimately optimizing the training lifecycle.
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Shobeiri, Sanaz. "Age-Gender Inclusiveness in City Centres – A comparative study of Tehran and Belfast." In SPACE International Conferences April 2021. SPACE Studies Publications, 2022. http://dx.doi.org/10.51596/cbp2021.xwng8060.
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Extended Abstract and [has] the potential to stimulate local and regional economies” (p.3). A city centre or town centre has been recognised as the beating heart and public legacy of an urban fabric either in a small town, medium-sized city, metropolis or megalopolis. Within this spectrum of scales, city centres’ scopes significantly vary in the global context while considering the physical as well as the intangible and the spiritual features. Concerns such as the overall dimensions, skyline, density and compactness, variety of functions and their distribution, comfort, safety, accessibility, resilience, inclusiveness, vibrancy and conviviality, and the dialectics of modernity and traditionalism are only some examples that elucidate the existing complexities of city centres in a city of any scale (overall dimension) (for further details see for instance Behzadfar, 2007; Gehl, 20210; Gehl and Svarre, 2013; Hambleton, 2015; Lacey et al., 2013; Madanipour, 2010; Roberts, 2013). Regardless of the issue of the context, Gehl (2010) define city centres as interconnected with new concepts such as “better city space, more city life” and “lively and attractive hub for the inhabitants” (pp. 13–15). Roberts (2006) explains the notion of a city centre or town centre as a space “in which human interaction and therefore creativity could flourish”. According to her, the point can realise by creating or revitalising 24-hour city policies that can omit the “‘lagerlout’ phenomenon, whereby drunken youths dominated largely empty town centres after dark” (pp. 333–334). De Certeau (1984) explains that a city and subsequently a city centre is where “the ordinary man, a common hero [is] a ubiquitous character, walking in countless thousands on the streets” (p. V). Paumier (2004) depicts a city centre particularly a successful and a vibrant one as “the focus of business, culture, entertainment … to seek and discover… to see and be seen, to meet, learn and enjoy [which] facilitates a wonderful human chemistry … for entertainment and tourism These few examples represent a wide range of physical, mental and spiritual concerns that need to be applied in the current and future design and planning of city centres. The term ‘concern’, here, refers to the opportunities and potentials as well as the problems and challenges. On the one hand, we —the academics and professionals in the fields associated with urbanism— are dealing with theoretical works and planning documents such as short-to-long term masterplans, development plans and agendas. On the other hand, we are facing complicated tangible issues such as financial matters of economic growth or crisis, tourism, and adding or removing business districts/sections. Beyond all ‘on-paper’ or ‘on-desk’ schemes and economic status, a city centre is experienced and explored by many citizens and tourists on an everyday basis. This research aims to understand the city centre from the eyes of an ordinary user —or as explained by De Certeau (1984), from the visions of a “common hero”. In a comparative study and considering the scale indicator, the size of one city centre might even exceed the whole size of another city. However, within all these varieties and differences, some principal functions perform as the in-common formative core of city centres worldwide. This investigation has selected eight similar categories of these functions to simultaneously investigate two different case study cities of Tehran and Belfast. This mainly includes: 1) an identity-based historical element; 2) shopping; 3) religious buildings; 4) residential area; 5) network of squares and streets; 6) connection with natural structures; 7) administrative and official Buildings; and 8) recreational and non-reactional retail units. This would thus elaborate on if/how the dissimilarities of contexts manifest themselves in similarities and differences of in-common functions in the current city centres. With a focus on the age-gender indicator, this investigation studies the sociocultural aspect of inclusiveness and how it could be reflected in future design and planning programmes of the case study cities. In short, the aim is to explore the design and planning guidelines and strategies —both identical and divergent— for Tehran and Belfast to move towards sociocultural inclusiveness and sustainability. In this research, due to the COVID-19 Pandemic, the studies of the current situation of inclusiveness in Belfast city centre have remained as incomplete. Thus, this presentation would like to perform either as an opening of a platform for potential investigations about Belfast case study city or as an invitation for future collaborations with the researcher for comparative studies about age-gender inclusiveness in city centres worldwide. In short, this research tries to investigate the current situation by identifying unrecognised opportunities and how they can be applied in future short-to-long plans as well as by appreciating the neglected problems and proposing design-planning solutions to achieve age-gender inclusiveness. The applied methodology mainly includes the direct appraisal within a 1-year timespan of September 2019 – September 2020 to cover all seasonal and festive effects. Later, however, in order to consider the role of the COVID-19 Pandemic, the direct appraisal was extended until January 2021. The complementary method to the direct appraisal is the photography to fast freeze the moments of the ordinary scenes of the life of the case study city centres (John Paul and Caponigro Arts, 2014; Langmann and Pick, 2018). The simultaneous study of the captured images would thus contribute to better analyse the age-gender inclusiveness in the non-interfered status of Tehran and Belfast. Acknowledgement This investigation is based on the researcher’s finding through ongoing two-year postdoctoral research (2019 – 2021) as a part of the Government Authorised Exchange Scheme between Fulmen Engineering Company in Tehran, Iran and Queen’s University Belfast, Northern Ireland. The postdoctoral research title is “The role of age and gender in designing inclusive city centres – A comparative study of different-scale cities: Tehran and Belfast” in School of Natural and Built Environment of the Queen’s University of Belfast and is advised by Dr Neil Galway in the Department of Planning. This works is financially supported by Fulmen Company as a sabbatical scheme for eligible company’s senior-level staff. Keywords: Age-gender, Inclusiveness, Sociocultural, City Centre, Urban Heritage, Tehran, Belfast
Reports on the topic "School-Based resilience programs"
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Dabrowski, Anna, Maya Conway, Yung Nietschke, Amy Berry, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building resilience in the Philippines: Readiness, response, and recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-704-5.
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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and prepare for subsequent waves of COVID-19 infection, there is a need to develop a higher capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have effectively supported learning continuity during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the research findings undertaken in the Philippines and Southeast Asia. This report forms part of a broader study that explores the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the policymaker practices that supported teaching and learning and consider ways school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of Asia countries, this study will highlight innovations in the system and school policies and programs in the Philippines and make recommendations based on insights from the Philippines’ education system. The study will focus on the school system and participants that support students in the Philippines but will not include students themselves.
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Nietschke, Yung, Anna Dabrowski, Maya Conway, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in the Kyrgyz Republic: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-702-1.
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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID-19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. While the system and school structures are a crucial component of educational quality, understanding what happens in a school setting can offer meaningful insights into overcoming barriers to educational quality as education systems recover and rebuild from the pandemic. This report presents the findings of research undertaken in the Kyrgyz Republic, Central Asia. It forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the practices of policymakers that have supported teaching and learning and consider ways in which school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of countries in Asia, this study will highlight innovations in the system and school policies and programs in the Kyrgyz Republic and make recommendations based on insights from the Kyrgyz Republic’s education system. The study will focus on the system and school participants that support students in the Kyrgyz Republic but will not include students themselves.
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Nietschke, Yung, Anna Dabrowski, Maya Conway, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in Lao PDR: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-703-8.
Full textAbstract:
The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID 19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the findings of a document review focused on the Lao People’s Democratic Republic (Lao PDR). This report forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The report will focus on the practices of policymakers that have the potential to support teaching and learning. Rather than comparing the responses of countries in Asia, this study will identify areas of opportunity and innovations in the system and school policies and programs in Lao PDR and make recommendations for those working to support Lao PDR’s education system.
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Van Der Zant, Tamara, Katherine Dix, and Toby Carslake. Evaluation of the Smiling Mind Primary School Program 2023. Australian Council for Educational Research, June 2024. http://dx.doi.org/10.37517/978-1-74286-745-8.
Full textAbstract:
In its various forms, the Smiling Mind Primary School Program (the Program) has been delivered in Australian schools since 2016. The Program is a mindfulness-based social and emotional learning (SEL) program designed for primary school students in Years 1 to 6. It aims to support the mental wellbeing and emotional resilience of students. The Program offers an online, digital, curriculum, delivered by trained classroom educators, that incorporates practices and techniques to help students develop skills for managing stress, building resilience, and enhancing their overall mental health. The Program was delivered to 733 schools in 2023, and due to the ongoing implementation of the Program across multiple years, the study draws comparisons across different cohorts – including new and continuing schools. The evaluation is based on 2,654 surveys completed by educators, and 8,981 surveys completed by students in years 3 to 6. Results indicate that most students and educators reported positive sentiment toward the Program, with educators and students identifying a range of improvements to student wellbeing. Students who showed greater enjoyment of the program, or took elements of the program home, yielded significantly higher wellbeing outcomes than comparative students. In addition, students reporting the greatest wellbeing benefits, also believed their educator effectively communicated the Program's purpose, delivered it enthusiastically, and fostered strong student bonds. The implications surrounding the relationship between program engagement, and educator delivery were discussed, including methodological considerations for future program evaluation.
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Dix, Katherine, Tamara Van Der Zant, Toby Carslake, Rachel Felgate, and Syeda Kashfee Ahmed. Smiling Mind Evaluation 2021-2022: Effectiveness of the Smiling Mind Primary School program. Australian Council for Educational Research, October 2023. http://dx.doi.org/10.37517/978-1-74286-744-1.
Full textAbstract:
In Australia, there has been a growing recognition of the importance of mental wellbeing and emotional resilience in students’ overall development. In response, the Smiling Mind Primary School Program was designed as a mindfulness-based social and emotional learning program for primary students in Years 1 to 6. This report presents a large-scale evaluation conducted independently by the Australian Council for Educational Research (ACER) of the Smiling Mind Primary School Program. The program was delivered in 461 primary schools in regional, rural, and disadvantaged communities across Australia. The evaluation covers the period from program launch in Term 1 2021, and finishes with data collected at the end of 2022. The evaluation uses a quasi-experimental design and draws on 1,864 surveys completed by school staff, and 3,319 surveys completed by students in years 3 to 6. Findings indicated high degrees of acceptability, engagement and satisfaction among schools, with particularly positive effects on the wellbeing outcomes of Mindful Champions. Greater student engagement and approval of the program correlated with clearer wellbeing improvements, such as those extending the content beyond the classroom. Most students reported benefits in at least one aspect of wellbeing skills development. However, further research is needed to fully understand the program's impact. The Smiling Mind Primary Classroom program is a promising tool for promoting a balanced educational environment, especially for younger students in regional, rural, or disadvantaged communities across Australia.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.
Full textAbstract:
This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.