Relevant bibliographies by topics / The chameleons of school-health teams

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'The chameleons of school-health teams'

Author: Grafiati
Published: 1 July 2021
Last updated: 9 February 2022

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Journal articles on the topic "The chameleons of school-health teams"

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Harries, Priscilla A., and Ken Gilhooly. "Generic and Specialist Occupational Therapy Casework in Community Mental Health Teams." British Journal of Occupational Therapy 66, no. 3 (March 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, and Seraphine Pitt Barnes. "Barriers and Facilitators to Sustaining School Health Teams in Coordinated School Health Programs." Health Promotion Practice 18, no. 3 (April 19, 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, no. 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, and Ingrid Hylander. "Shared responsibility: school nurses' experience of collaborating in school-based interprofessional teams." Scandinavian Journal of Caring Sciences 31, no. 2 (July 21, 2016): 253–62. http://dx.doi.org/10.1111/scs.12337.

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Kline, Marsha, David J. Schonfeld, and Robert Lichtenstein. "Benefits and Challenges of School-Based Crisis Response Teams." Journal of School Health 65, no. 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, and Gary L. Bowen. "The SSP 2020: The Revised School Success Profile." Children & Schools 42, no. 1 (January 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, no. 3 (June 2, 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, and Kate Algozzine. "A Descriptive Study of School-Based Problem-Solving." Journal of Emotional and Behavioral Disorders 27, no. 1 (October 31, 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, and Terje Manger. "Effects of Special Education Teams on School Psychology Services." School Psychology International 27, no. 3 (July 2006): 259–80. http://dx.doi.org/10.1177/0143034306067293.

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Safran, Stephen P., and Joan S. Safran. "Intervention Assistance Programs and Prereferral Teams." Remedial and Special Education 17, no. 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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Dissertations / Theses on the topic "The chameleons of school-health teams"

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Bengtsson, Amanda, and Nikita Björnebäck. "Studie- och yrkesvägledare: elevhälsoteamens kameleonter : En kvalitativ studie om studie- och yrkesvägledares roll i gymnasieskolans elevhälsoteam." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185393.

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Vår studie syftar till att undersöka vilken upplevd roll några studie- och yrkesvägledare har eller skulle kunna ha i elevhälsoteam. Vi har genomfört kvalitativa intervjuer med sex olika informanter, fyra studie- och yrkesvägledare och två elevhälsoteamansvariga och tittat på deras erfarenheter och åsikter kring studie- och yrkesvägledarnas roll i elevhälsoteam. Våra forskningsfrågor är: Hur ser studie- och yrkesvägledarnas roll ut och hur används dennes kompetenser i elevhälsoteamens arbete? Hur ser de elevhälsoteams-ansvariga på studie- och yrkesvägledarens roll och kompetenser i elevhälsoteamen? Hur upplever studie- och yrkesvägledarna och de EHT-ansvariga samarbetet mellan studie- och yrkesvägledarna och övriga professioner i elevhälsoteamen? Resultatet visar att samtliga av studiens informanter är eniga om att studie- och yrkesvägledare ska ingå i elevhälsan. Det framkommer att studie- och yrkesvägledare besitter kompetenser som ingen annan i elevhälsoteam har, om bland annat utbildningsvägar, skolgångar och samtalsfärdigheter. Vidare framkommer det att det tvärprofessionella samarbetet i elevhälsan visar sig både ha för- och nackdelar.
Our study aims to explore what experienced role some school counselors have or could have in school-health teams. We have explored this through qualitative interviews with six different informants, four school counselors and two leaders of school-health teams. We have examined their experiences and opinions about the school counselor’s role in school- health teams. Our research questions are: How does the school counselor’s role look like and how are their competencies being used in school-health teams? How does leaders of school-health teams see the school counselor’s role and competencies in the work done by school-health teams? How does the school counselor and the leader of the school-health teams experience the cooperation between the school counselor and the other members of the school-health team? The results show that all our informants agree that the school counselor should be a part of the school-health team. They also agree that the school counselor have competencies that no other member of the school-health team have, including knowledge about educational routes, schooling, and conversation methodology. Furthermore, our study shows that the interprofessional cooperation in the school-health team prove to have both pros and cons.
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Johnson, Bridget A. "Teacher support teams: a school-based strategy for the provision of education support services and health promotion." Thesis, University of the Western Cape, 1997. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Mashoko, Oremeng Lawrens. "Perceptions of school management teams (SMTs) with regard to health and well-being of farm schools/public schools on private property (PSPP) / by Oremeng Lawrens Mashoko." Thesis, North-West University, 2007. http://hdl.handle.net/10394/772.

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This study was undertaken in five (5) farm schools in the Maquassi Hills Area Project Office (APO) with the intention to assess whether the School Management Teams (SMT's) are given necessary guidance to deal with health and well-being of schools. The Constitution of South Africa stipulates that human values (dignity, freedom and equality) form the most important challenges that condone and maintain that a safe and discipline environment should be created for effective teaching and learning. Focus group interviews were conducted to gather information which was relevant to the study. The findings show that SMT's of farm schools have problems with the managerial tasks as well as the functional tasks of schools' daily activities. The researcher infers that both the landowners and the DoE must ensure that electricity and water is provided where contractual agreements exist, as power affects the usage of visual aids and administering school businesses. The Department of Education (DoE) has no legal structure within which farm schools should operate to guarantee equal educational opportunities, and create a positive disciplined schools where learners and educators not only know what is expected, but feel secure. The officials who are responsible for the dispatch of learning support materials (LSM) hold the SMT's back in assigning duties to the educators because of lack of LSM. The study shows that the official seem to be ignorant of basic education to farm school learners, and how the DoE manages farm schools, reflects how it still clanged to the red-tape of funding farm schools. Other essentials like water and phones are not given attention to communicate problems that need immediate attention like illness, danger or accident. Learners still have to travel long distances which is a safety thread. The researcher eludes that it is in the interest of the landowners and the DoE that the conditions that prevail on farm schools should not impede with the work of the SMT's. The landowners and the DoE should come to a consensus in making the school environment for SMT's inviting. The DoE through school-based support teams from Area Project Office (APO) should support SMT's and guide them in managerial tasks.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.
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Svensson, Camilla. "Samsyn kring uppdraget om extra anpassningar och särskilt stöd : Vilka mönster kan identifieras i uppfattningarna hos mentorer, lokala elevhälsoteam och skolledare?" Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37153.

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Tidigare forskning visar att det finns brister i den samsyn och samverkan mellan skolpersonal som är en framgångsfaktor för hög måluppfyllelse i grundskolan (Nilholm & Göransson, 2013; SOU 2010:95; www.skolinspektionen.se; m fl). Mentorer, lokala elevhälsoteam och skolledare är de aktörer som ansvarar för utbildningen till elever med olika förutsättningar. Graden av samsyn dessa aktörer emellan är därför intressant. Denna studies syfte har varit att identifiera och beskriva eventuella mönster i mentorers, lokala elevhälsoteams och skolledares uppfattningar om extra anpassningar och särskilt stöd, utifrån frågeställningar om anledningar till olika insatser, vem/vilka som ska ansvara för insatserna samt om orsaker till bristande insatser. En totalundersökning i en kommun har genomförts via webbenkät och kvantitativ multivariat analys. Utgångspunkterna har varit socialkonstruktivistisk teori om ett kontextberoende lärande tillsammans med andra, och ett relationellt perspektiv på skolsvårigheter.  Studien visar att störst samsyn finns kring det faktum att inte alla elever med behov ges tillräckligt stöd i skolorna, och att tid för arbete för dessa elever saknas i personalens scheman. Viss samsyn finns också angående när elever ska ges stöd, men i mindre grad gällande vem/vilka som ska utföra insatserna. Studien har också visat att en relativt stor andel av respondenterna upplever bristande samsyn med kollegor gällande att se/tolka behov hos elever, avgöra lämpliga åtgärder samt utföra åtgärderna, samtidigt som alla tre grupperna i hög grad är överens om att de själva sällan eller aldrig har bristande kompetens gällande just att tolka behov och avgöra/utforma åtgärder.  Resultaten visar att samsyn och samverkan behöver vidareutvecklas inom skolorna via strategiska kontaktytor. Utifrån resultaten och teorin bör samtalen handla om uppdragsuppfattning, elevsyn och gemensamma strategier för ökad inkludering, delaktighet och måluppfyllelse.
Previous research shows that there are shortcomings in the consensus and collaboration among school personnel, a success factor for high achievement in primary school (Nilholm & Göransson, 2013; SOU 2010:95; www.skolinspektionen.se; m fl). Mentors, local student health teams and school leaders are those responsible for the education of students with different qualifications. The degree of consensus between these actors is therefore interesting. The purpose of this study has been to identify and describe any patterns of mentors' , local student health teams' and school leaders' perceptions about additional adjustments and special support, based on the questions of reasons for different actions, who/which is responsible for action and reasons for lack of action.  A total survey in a municipality has been conducted via online questionnaire and quantitative multivariate analysis. The starting point has been the social constructivist theory of context-dependent learning with others, and a relational perspective on school difficulties.    The study shows that the greatest consensus is about the fact that not all students in need are given sufficient support, and that time to work for these students is lacking in staff schedules. Some consensus is also about which students should receive support, but less so regarding which staff should perform it. The study has also shown that a relatively large proportion of respondents perceive lack of consensus with colleagues regarding interpreting the needs of pupils, determining appropriate actions and bringing them into action, while all three groups largely agree that themselves rarely or never lack of expertise regarding just that;  interpreting the needs and determining/performing measures.   The results show that consensus and collaboration need to be developed within schools through strategic contacts. Based on the results and theory, the discourse should be about assignment, perception of difficulties and concerted strategies for greater inclusion, participation and achievement.
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Ferreira, Jenet. "Managing and implementing occupational health and safety policies in selected Tshwane South primary schools, Gauteng Province." Diss., 2015. http://hdl.handle.net/10500/19973.

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Occupational Health and Safety focuses on the well-being of individuals or groups of people in the workplace. Barnett-Schuster (2008:1) states that Occupational Health and Safety is a concept compiled from many different disciplines. Among others, it includes: biological hazards, physical hazards, chemical hazards, mechanical/electrical hazards and psycho-social hazards. The employer has to understand that Occupational Health and Safety should follow a holistic approach. Occupational Health and Safety is a Constitutional imperative – a command, - not a request. Chapter 2 of the Constitution of South Africa no. 108 of 1996, The Bill of Rights provides protection to such an extent that human dignity may remain intact. Therefore, compliance with Occupational Health and Safety legislation is of cardinal value to any organization or business. An organization or business can also improve their financial standing and public image by complying with Occupational Health and Safety legislation. Occupational Health and Safety in the workplace is guided by the Occupational Health and Safety Act of South Africa no. 85 of 1993, which was implemented in 1994. The Occupational Health and Safety Act further aims to present clear explanations on concepts related to Health and Safety and enables both employers and employees to gain an understanding of their distinct responsibilities. Occupational Health and Safety is a concept that has been around for decades – especially focusing on the mining sector of South Africa. Occupational Health and Safety is observed in the South African technical schools. Statistics from the Children’s Institute show that 350 000 of these children are currently not attending school. In most cases, many parents/guardians do not take the time to assess the safety of their children at school before enrolling their child. This assessment should not only be looking at security measures applied in the school, but if and how true Occupational Health and Safety measures are in place. Occupational Health and Safety (OHS) is measures put in place so that learners/children are free from risk, injury, disease or harm. The lack of Occupational Health and Safety in South African schools is in direct conflict with the Constitution of South Africa. As stated earlier, Occupational Health and Safety is a Constitutional imperative which is the responsibility and the right of each individual in South Africa. The lack of Occupational Health and Safety in South African schools is a human rights issue based on the dignity of children. The lack of Occupational Health and Safety in South African schools can be seen as a policy flaw. This study intends to create a holistic view of the managing and implementing Occupational Health and Safety in the South African school environment. Occupational Health and Safety is an integral part of teaching and learning. The research problem addressed in this study is: “How School Management Teams (SMT) experience, manage and implement Occupational Health and Safety policies in South African schools?”. The main aim of the research is to investigate how School Management Teams (SMT) experience, manage and implement Occupational Health and Safety policies in South African schools. By exploring Occupational Health and Safety in South African schools, this study would strive to obtain clarity on whether enough is being done to ensure the health and safety of learners in the school environment by means to explore the current Occupational Health and Safety management in the South African schools, identify the guidance provided on the Occupational Health and Safety implementation policy, investigate provisions for continual assessment of the process of the Occupational Health and Safety policy and provide recommendations for the lack of Occupational Health and Safety in South African schools.
Educational Leadership and Management
M. Ed. (Education Management)
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Books on the topic "The chameleons of school-health teams"

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Steele, William. Trauma response teams in schools. Grosse Pointe Woods, MI: TLC Institute, Children's Home of Detroit, 1995.

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School crisis management: A hands-on guide to training crisis response teams. Alameda, CA: Hunter House, 1993.

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School crisis management: A hands-on guide to training crisis response teams. 2nd ed. Alameda, CA: Hunter House, 2000.

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Preventing self destruction: A manual for school crisis respons teams. Holmes Beach, Fla: Learning Publications, 1992.

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A, Gravois Todd, ed. Instructional consultation teams: Collaborating for change. New York: Guilford Press, 1996.

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Jonathan, Sandoval, and Lewis Sharon, eds. Preparing for crises in the schools: A manual for building school crisis response teams. Brandon, Vt: Clinical Psychology Pub. Co., 1996.

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Jonathan, Sandoval, and Lewis Sharon, eds. Preparing for crises in the schools: A manual for building school crisis response teams. 2nd ed. New York: Wiley, 2001.

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Johnson, Kendall. School Crisis Management: A Hands-On Guide to Training Crisis Response Teams. Hunter House, 2002.

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Johnson, Kendall. School Crisis Management: A Hands-On Guide to Training Crisis Response Teams. 2nd ed. Hunter House Publishers, 2002.

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United States. Health Resources and Services Administration. Bureau of Primary Health Care., ed. Healing fractured lives: How three school-based projects approach violence prevention and mental health care. [Bethesda, MD.]: Bureau of Primary Health Care, U.S. Dept. of Health and Human Services, Public Service, Health Resources & Services Administration, 1996.

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Book chapters on the topic "The chameleons of school-health teams"

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Topps, David. "Academic Family Health Teams Collaborative Lessons from the Far Flung North." In Ubiquitous Health and Medical Informatics, 350–69. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-777-0.ch017.

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Working collaboratively, in widely distributed settings, poses unique challenges. The Academic Family Health Team, affiliated with the Northern Ontario School of Medicine, has had to adopt a wide variety of information sharing practices and collaborative software tools, in order to function effectively in such roles as clinicians, educators and researchers. Based on an ongoing action research model, this chapter describes approaches taken and lessons learned while developing the informatics infrastructure to support interprofessional practice. The author describes how common procedures and software tools can benefit from a Web 2.0 approach, comparing commercial and open-source aspects of possible solutions. Ubiquitous data access for point of care decision making is supported by integrating web services, mobile devices and multi-stream communications. Resource discovery is enabled by integrating information streams into the medical record, into wireless device interfaces and via clinical dashboards. Effective team collaboration is highly enhanced through such infrastructure support.
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Gallo, Laura L. "Saving Our Students." In Advances in Psychology, Mental Health, and Behavioral Studies, 255–74. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7319-8.ch014.

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Suicide is the second leading cause of death for youth in the US. School counselors are in a pivotal position to identify and intervene with children and adolescents struggling with suicide. School counselors have a legal and ethical obligation to incorporate suicide prevention efforts into their schools. This chapter focuses on current research, including evidence-based practices, as an important aspect of suicide prevention work. This chapter provides vital information related to prevention and intervention activities school counselors can utilize to help prevent suicide. Information related to the formation and function of crisis response teams as well as postvention is also included.
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Hughes, Tammy L., and Maggie B. Mazzotta. "Accessing Targeted and Intensive Mental Health Services." In Fostering the Emotional Well-Being of our Youth, 503–22. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190918873.003.0025.

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One in five children and adolescents experience a mental health disorder during their school-aged years. Given that almost all children attend school, this setting offers the opportunity to deliver a wide range of services including universal prevention programs, targeted support for at-risk youth, and tailored individual treatments that can be coordinated with community and family supports. However, there is debate about what is a schools’ responsibility. Schools prioritize services on issues that interfere with the youth’s educational gains. Yet, there are major differences in perspectives about what is an educational matter. This autonomy means that children in some districts receive services while other children in other districts do not. This chapter offers readers a full picture of the challenges schools address and how to work within these systems. How to negotiate and coordinate with school teams to address child mental health needs is detailed.
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Gibbon, Michele, Ciarán M. Duffy, Gillian Taylor, and Sophie Laniel. "Juvenile Idiopathic Arthritis (JIA) and Education in Primary School Children." In Advances in Early Childhood and K-12 Education, 59–84. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9452-1.ch004.

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This chapter per the authors describes the impact that juvenile idiopathic arthritis (JIA) has on the functioning of children within elementary school settings. Suggestions for teachers, educators and administrators regarding the ways in which they may assist children in adapting to obstacles encountered at school (academic and social), as they relate to the disease. Exploration of the partnership between a child with JIA, his/her family and members of the health care and educational teams is examined.
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Piecka, Debra C. Burkey, and Manetta Calinger. "Using a Live Simulation to Teach Human Anatomy and the Diagnostic Process to High School Students." In Healthcare Ethics and Training, 358–78. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2237-9.ch015.

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This chapter describes and defines role-play simulations. Reviews of two undergraduate role-play studies highlight the advantages and benefits of using simulations. Few secondary students participate in science or STEM role-plays during their high school careers. This chapter portrays the CyberSurgeons live simulation where teams of students use critical thinking skills and scientific knowledge to solve emergency medical problems. During their virtual mission students become part of an emergency medical team aboard a National Institutes of Health (NIH) mercy ship traveling up the Amazon River. Authors describe CyberSurgeons' learning goals, design features, mission day experiences, and the summative evaluation. Findings from the summative evaluation indicate that the CyberSurgeons program provides an authentic context for high school students to apply their knowledge of biology, physiology, and the diagnostic process to analyze data and make decisions as professionals in the biomedical field. Recommendations and future research considerations close this chapter.
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Piecka, Debra C. Burkey, and Manetta Calinger. "Using a Live Simulation to Teach Human Anatomy and the Diagnostic Process to High School Students." In Advances in Game-Based Learning, 307–25. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9629-7.ch015.

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This chapter describes and defines role-play simulations. Reviews of two undergraduate role-play studies highlight the advantages and benefits of using simulations. Few secondary students participate in science or STEM role-plays during their high school careers. This chapter portrays the CyberSurgeons live simulation where teams of students use critical thinking skills and scientific knowledge to solve emergency medical problems. During their virtual mission students become part of an emergency medical team aboard a National Institutes of Health (NIH) mercy ship traveling up the Amazon River. Authors describe CyberSurgeons' learning goals, design features, mission day experiences, and the summative evaluation. Findings from the summative evaluation indicate that the CyberSurgeons program provides an authentic context for high school students to apply their knowledge of biology, physiology, and the diagnostic process to analyze data and make decisions as professionals in the biomedical field. Recommendations and future research considerations close this chapter.
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Berkley-Patton, Jannette, Carole Bowe Thompson, Katherine G. Ervie, Miranda Huffman, and Nia R. Johnson. "Using a Community-Based Collaborative Care Model as a Platform for Successful Interprofessional Education." In Building a Patient-Centered Interprofessional Education Program, 157–82. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3066-5.ch009.

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Diabetes is a growing public health epidemic in the U.S. African Americans are particularly at-risk for diabetes with rates twice as high as whites. Health professionals are recommended to encourage their at-risk patients to participate in evidence-based lifestyle change programs, such as CDC's National Diabetes Prevention Program (DPP) and support their weight loss efforts. This chapter describes feasibility/outcomes of a community-based collaborative care model used to implement a weekly-group DPP facilitated by interprofessional teams of medical school students with three African American churches (N=72 participants; 93% overweight/obese). At 12-weeks, 30% of participants had lost at least 5 lbs.; among those attending at least nine sessions, 55% achieved at least 3% weight loss. Findings suggest interprofessional student teams can feasibly partner with churches to deliver the DPP and achieve weight-loss outcomes associated with reducing diabetes risk. Future research is needed to determine scalability/costs of using community-based collaborative care student models to address diabetes.
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Sharpe, Rhona, and Jillian Pawlyn. "The Role of the Tutor in Blended E-Learning." In Applied E-Learning and E-Teaching in Higher Education, 18–34. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-814-7.ch002.

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This chapter reports on an implementation of blended e-learning within three modules in the School of Health and Social Care at Oxford Brookes University. All preregistration students within the school are required to take an interprofessional education module in each year of their study. These three modules have undergone a radical redesign, prompted by the school and university strategies for e-learning and the European and UK National Health Service IT skills agenda. The redesign resulted in a blended-learning strategy that combined face-to-face teaching with online work of increasing sophistication during each of the three modules. In each module, there was an emphasis on collaborative, interprofessional learning. Interviews were conducted with seven members of the course teams to ask them about their perceptions of their roles as tutors in this blended environment. Analysis of the interview transcripts revealed five elements of the tutors’ roles: relationships with students, supporting group work, supporting professional learning, managing the blend, and developing new tutoring skills. The implications are discussed for improving staff development for tutors in this case study and for our understanding of blended learning more generally.
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Farrell, Helen J. "Imagining Social Equity." In Advances in Early Childhood and K-12 Education, 247–61. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9452-1.ch012.

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In my view, work in special and inclusive education, and early childhood special education intervention is challenging and exciting. The children and young people (and adults) with complex special needs have become the shared responsibility of both educators and many other allied health professionals in recent years. The unique patterns of special education service delivery to these children and young people require work in interdisciplinary teams. The mission and concern of the chapter offers the interdisciplinary community in the education sector including teachers, academics, graduate students, policy makers, researchers, non-governmental organisations, government officials, school boards, medical and paramedical professionals, and advocacy groups the opportunity to work together to explore what notions of social equity mean, and to investigate ways of ameliorating disadvantage in special and inclusive education, and early childhood special education intervention sectors.
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Ding, Amy Wenxuan. "A Hospital Emergency Support System for Real Time Surveillance Modeling and Effective Response." In Social Computing in Homeland Security, 134–55. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-228-2.ch009.

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Before 2001, public health departments, including hospitals, rarely played a role in disaster planning, though they functioned in critical roles for victim treatment and recovery. Their roles in disaster response usually initiated after a disaster event had occurred. But the potential for chemical or biological terrorism has pushed them to become frontline responders, as well as critical and central players in most state and local emergency planning teams. According to U.S. General Accounting Office [GAO] (2003), increasing expectations demand that public health agencies at all levels in the United States develop their capacities to respond to incidents of terrorism and other disasters (Bashir et al., 2003). For healthcare facilities, hospital emergency response plans rely on their emergency departments’ response. That is, the emergency department must determine the magnitude of the event and initiate the appropriate institutional response, including decisions to declare an institutional disaster or institutional lock-down and determinations of whether victim decontamination is needed. From this point of view, the extent of the response depends on the capability of each emergency department. At present, however, even without a terrorism incident, emergency departments are crowded, and patients might wait up to a full day to receive treatment (Brownstein, 2007; U.S. National Center for Injury Prevention and Control [NCIPC], 2007). According to a Harvard Medical School survey, the number of ER visits rose from 93.4 million in 1994 to 110.2 million in 2004. A patient has a one in four chance of waiting for more than 50 minutes because of overcrowding in the emergency department, and wait times appear likely to keep increasing (Reuters, 2008). This widespread problem logically will negatively influence their ability to respond to high-consequence chemical, biological, radiological, or nuclear (CBRN) attacks or natural disasters. Should a huge influx of patients arrive due to an unexpected disaster event, the current crowding situation of most emergency departments implies that real emergencies may be lost in the shuffle without an organized response (Conte, 2005 Morse, 2002).
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Conference papers on the topic "The chameleons of school-health teams"

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Nekhorosheva, Elena, Daria Kasatkina, and Ekaterina Enchikova. "HEALTH EDUCATION INITIATIVES - SHAPING HEALTH LITERACY IN THE SCHOOL TEAMS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1044.

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Syahrul, Fariani, Chatarina Umbul Wahyuni, Hari Basuki Notobroto, and Eddy Bagus Wasito. "Reviving School Food Safety Teams at Elementary Schools Based on the Quality of Street Foods." In Indonesian Health Economics Association. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007030203470349.

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