Emotional Well-being Of Students Research Articles

3.45 EXAMINING BURNOUT IN SPECIAL EDUCATION TEACHERS

Burnout affects the health and wellness of those in human service professions, as well as the quality, efficiency, and sustainability of the provided service. Burnout in educators may negatively affect the academic and emotional well-being of students, including at-risk student populations. Few domestic studies have examined the prevalence of burnout among educators, particularly those working with students with special needs. This study examines the incidence of burnout among educators in a special education school, analyzes the impact of demographics and behavior on burnout, and identifies correlations between perceptions of behavior and burnout.

Patient abandonment in primary healthcare settings: What duty is owed to medical students?

Much of the literature on patient abandonment focuses on legal implications as an outcome of a unilateral premature termination of a health service without the consent of the patient. The plight of medical students is seldom considered in such instances. Two cases are presented that highlight the issue of patient abandonment during clinical rotations in primary healthcare settings and the impact on the emotional wellbeing of students. Systemic challenges are flagged for consideration, taking into account the projected annual increase in the number of medical students who must be integrated and trained to respond to the needs of South African patients.

Interpersonal interaction and the process of formation of the structure of educational and cognitive activity of students

The article substantiates the definition of the teacher's ability to form the cognitive activity of students, in accordance with the structure of the phenomenon of cognitive activity. The results of the empirical research are described in detail. On the basis of the correlation analysis carried out, positive and negative qualities were identified, in particular, the types of interpersonal interaction that influence the teacher's ability to form the cognitive activity of the schoolchildren.
 According analysis positively on the ability of teachers to shape cognitive activity of pupils depends on the teacher’s ability to form cognitive motivation of students, promote positive emotional well-being of students in the classroom, the achievement of teacher interpersonal interaction with students through a democratic style of pedagogical communication; the ability to generate the mental abilities of the students. Also positively influenced by the presence of his own style of pedagogical communication of a teacher high in self-esteem of their own creativity and health. According to the correlation analysis, on the ability of the teacher to shape the cognitive activities of students negatively impact the liberal style of communication, responsibly-generous type of behavior, conformity, adaptive behavior; incredulous-skeptical type the behavior of teachers, namely the tendency to criticism, resentment, suspicion, disappointment in children.

Bienestar emocional de los estudiantes universitarios: el papel de la orientación a metas y las percepciones de control

El propósito de este estudio es conocer la contribución de la controlabilidad del fracaso, las expectativas de éxito, la autoeficacia y la orientación a metas sobre el bienestar emocional. La muestra es de 982 estudiantes universitarios de seis titulaciones diferentes. Los resultados indican que la atribución de los fracasos a factores no controlables junto con la adopción de metas de evitación del rendimiento podría ser suficiente para mermar el bienestar emocional. Las expectativas de éxito, la atribución del fracaso a factores controlables y la percepción de autoeficacia estarían positivamente asociadas al bienestar emocional de los estudiantes en contextos universitarios. Las variables motivacionales empleadas aquí explican conjuntamente un 17.6% de la varianza de la ansiedad estado negativa.

It takes a Village: School Travel Planning Enhanced through a Comprehensive School Health Approach: Extending Lessons Beyond the School Community ( breakout presentation )

School Travel Planning (STP) is a comprehensive process designed to increase local ownership of Active and Safe Routes to school by engaging community stakeholders. When effectively coordinated, and implemented STP can result in positive school travel behaviour change, and ultimately provide substantial economic, environmental and physical activity benefits. Comprehensive School Health (CSH) is an internationally-recognized approach to supporting improvements in students’ educational outcomes while addressing school health in a planned, integrated, and holistic way. Actions address four distinct but interrelated components: (1) Social and Physical Environments includes the quality of the relationships between the school and surrounding community stakeholders, the emotional well-being of students and the buildings, grounds, play spaces and equipment in and around the school; (2) Teaching and Learning includes resources, activities and curriculum where students, or staff gain skills and knowledge related to health and wellness; (3) Policy includes management practices, decision-making processes, policies and procedures that promote and support health and wellness; (4) Partnerships and Services includes connections between schools, families, community organizations, the health sector and other sectors that support health. CSH can be used to improve many different health issues, including nutrition, physical activity, mental health, injury prevention, or even active transport. School communities are encouraged to apply actions in the 4 components using a community development process with six steps (2). This breakout session will highlight the many similarities in these two processes by lining up the 5-phase process of STP, with the 6-step community development process of CSH, and discuss how lessons learned from CSH, and particularly through working within all four components can enhance STP. The presentation will highlight, how when combined these two approaches will work synergistically to support active transport in and around a school community. Additionally, lessons learned from both processes can be applied beyond the school communities in neighborhoods, and workplaces.

Culturally Responsive Pedagogy: Indigenizing Curriculum

This article examines the impact of culturally responsive pedagogy in an introduction to university course developed in collaboration with local and place-based First Nations communities, Aboriginal Access Studies and the Faculty of Education of the University of British Columbia’s Okanagan Campus. In keeping with requests that Indigenous worldviews be incorporated into curriculum, the content of EDUC 104, modelled on the University of South Carolina’s University 101 Programs, was adapted to incorporate Indigenous traditions of teaching and learning. The introductory course included a holistic approach aimed at supporting the social and emotional well-being of students. Facilitated by peer mentoring, collaborative circles of learning introduced seminal concepts and facilitated the progressive use of newly learned skills. As part of a longitudinal research, the following presents the content of interviews conducted at the conclusion of the courses. Analysis indicated that three themes emerged emphasizing the importance of the circles of learning, peer mentoring, and the relationship with the instructor. In particular, the results demonstrated the perceived value of the course from the students’ perspectives.

APA Honors Outstanding Achievements in Mental Health Services at IPS

APA Honors Outstanding Achievements in Mental Health Services at IPS

Historical Perspectives

From February 6 to 8, 1958, approximately 200 educators and interested individuals were invited to New York City in hopes of discussing the education of academically talented students at the secondary level. Topics included identification, programming options, the social emotional well-being of students, and the limited resources allocated to talented students. The author concludes that the issues addressed are eerily similar to gifted education today.

The Prevalence of Chronic Health Conditions Impacting on Daily Functioning and the Association With Emotional Well-Being Among a National Sample of High School Students

This study aims to describe the prevalence of self-reported chronic health conditions among high school students in New Zealand, the extent to which the condition impacts on their activities and socialization, and to explore the association between the level of impact of the illness or disability and the emotional well-being of students with chronic health conditions. A two-stage cluster sample of 9,107 students (Years 9-13) from 96 New Zealand high schools participated in a 2007 health survey using internet tablets. Students were asked about any chronic illness or disabilities lasting more than 6 months, the impact of the illness or disabilities on their daily activities and socialization, and their depressive symptoms (RADS-SF) and emotional well-being (WHO-5). Almost one in five students (18%) reported a chronic health condition. Among them, 28% reported an impact of their illness or disability on their activities, and 8% reported an impact on their ability to socialize. High levels of depressive symptoms were found among students with chronic health conditions reporting that their illness or disability impacts their activities (18%) or their ability to socialize (40%), and this was significantly higher than among students without chronic health conditions (10%). Our findings suggest that there is a large group of adolescents with chronic health conditions for whom their illness or disability has an impact on their daily activities and ability to socialize with their peers. These students are more likely to experience emotional distress and require support and opportunities for healthy youth development.

Time for TEA – support students’ mental health

Earlier this year, Newall Green High School in Manchester was recognised in the national Resilience and Results awards because of its work in supporting the mental health and emotional wellbeing of students and the school community. Kevin Buchanan explains what they do.

Building resilience in the school setting: A case study

Earlier this year, Newall Green High School in Manchester was recognised in the national Resilience and Results awards because of its work in supporting the mental health and emotional wellbeing of students and the school community. Kevin Buchanan explains what they do.

A Systematic Review of Interventions to Increase Peer Interactions for Students with Complex Communication Challenges

Although positive peer relationships can facilitate the academic learning, skill development, and emotional well-being of students with complex communication challenges, few peer interactions are likely to take place in school settings apart from intentional intervention and support efforts. We conducted a systematic review to identify and examine intervention approaches aimed at improving peer interaction outcomes for school-aged children with complex communication challenges who regularly used or might benefit from augmentative and alternative communication (AAC). We categorized 31 studies based on their primary focus and the manner in which AAC was incorporated into the intervention package. Although the configurations of these intervention packages varied, most were found to be effective at increasing measures of peer interaction. We also identified several methodological features of this literature that would benefit from additional attention (e.g., participant descriptions, treatment fidelity, social validity). We offer recommendations to practitioners and researchers for impacting this dimension of students' lives.

Studying for Exams Just Got More Relaxing—Animal-Assisted Activities at the University of Connecticut Library

In recent years, academic libraries have expanded their traditional focus on intellectual and scholarly pursuits, with many libraries now initiating programs that support student growth, development, and wellness. Although providing animal-assisted activities to college students is a fairly new concept, the social and therapeutic benefits of pet ownership or simply interacting with a companion animal are well documented. The University of Connecticut's Homer Babbidge Library on the Storrs campus chose to support the physical and emotional well-being of students during the stress-filled week of finals by providing therapy dogs. Student interaction and feedback were overwhelmingly positive.

A Balanced School Accountability Model: An Alternative to High-Stakes Testing

The health of our public schools, Mr. Jones argues, depends on defining a new model of accountability -- one that is balanced and comprehensive. And it needs be one that involves much more than test scores. FOR SOME time now, it has been apparent to many in the education community that state and federal policies intended to develop greater school accountability for the learning of all students have been terribly counterproductive. The use of high-stakes testing of students has been fraught with flawed assumptions, oversimplified understandings of school realities, undemocratic concentration of power, undermining of the teaching profession, and predictably disastrous consequences for our most vulnerable students. Far from the noble ideal of leaving no child behind, current policies, if continued, are bound to increase existing inequities, trivialize schooling, and mislead the public about the quality and promise of public education. What is needed is a better means for evaluating schools, an alternative to the present system of using high-stakes testing for school accountability. A new model, based on a different set of assumptions and understandings about school realities and approaches to power, is required. It must be focused on the needs of learners and on the goals of having high expectations for all rather than on the prerequisites of a bureaucratic measurement system. Premises In the realm of student learning, the question of outcomes has often been considered primary: what do we want students to know and be able to do as a result of schooling? Once the desired outcomes have been specified, school reform efforts have proceeded to address the thorny questions of how to attain them. Starting from desired outcomes is an important shift in how to think about what does or does not make sense in classroom instruction. In the realm of school accountability, however, little attention has been paid to corresponding outcome-related questions. It has simply been assumed that schools should be accountable for improved student learning, as measured by external test scores. It has been largely assumed by policy makers that external tests do, in fact, adequately measure student learning. These and other assumptions about school accountability must be questioned if we are to develop a more successful accountability model. It would be well to start from basic questions about the purposes and audiences of schools. For what, to whom, and by what means should schools be held accountable? The following answers to these questions provide a set of premises on which a new school accountability system can be based. For what should schools be accountable? Schools should be held accountable for at least the following: * The physical and emotional well-being of students. The caring aspect of school is essential to high-quality education. Parents expect that their children will be safe in schools and that adults in schools will tend to their affective as well as cognitive needs. In addition, we know that learning depends on a caring school climate that nurtures positive relationships. * Student learning. Student learning is complex and multifaceted. It includes acquiring not only knowledge of disciplinary subject matter but also the thinking skills and dispositions needed in a modern democratic society. * Teacher learning. Having a knowledgeable and skilled teacher is the most significant factor in student learning and should be fostered in multiple ways, compatible with the principles of adult learning. Schools must have sufficient time and funding to enable teachers to improve their own performance, according to professional teaching standards. * Equity and access. Given the history of inequity with respect to minority and underserved student populations, schools must be accountable for placing a special emphasis on improving equity and access, providing fair opportunities for all to learn to high standards. …

The Artistry of Leadership

Leadership is not a spectator sport, Mr. Tirozzi reminds us. The time has come to put the principal's leadership brush to the canvas to paint a vision of what tomorrow's schools can and will be. Leadership is much more of an art, a belief, a condition of the heart, than a set of things to do. The visible signs of artful leadership are expressed ultimately in its practice. - Max De Pree, Leadership Is an Art WHAT IF Michelangelo had failed? What if his formal and informal training had not been adequate? What if he had fallen short of producing a lasting treasure? His creative genius would have gone unacknowledged, and millions of people would have been robbed of his art. Would the world have survived? Of course. Would our appreciation for art and the richness it bestows on us be somehow diminished? Probably. As Michelangelo must have stood at the half-finished point of each of his masterpieces, envisioning the work in its entirety and understanding the magnitude of the task ahead, so too must we look at the profession of education generally and the school principalship specifically. What areas need to be reworked or totally redone? Are principals and teachers helping students to transform themselves into masterpieces or merely hoping that another will come along to re-sculpt the work? What are the consequences if we fail in our endeavor? Certainly the results will be more profound than a failure by Michelangelo. Our education system is not a though we have the collective skills to make it so. It is a continual work in progress, respecting the reality that children learn in different ways. Without an understanding of the challenges ahead, a willingness to change, and an eye to encouraging each student to become a masterpiece, schools fall far short in preparing today's students for tomorrow's complex and changing world. At the dawn of this millennium, the challenges for secondary schools and principals in the United States include changing demographics, schools and curricula that are inappropriately designed for today's adolescents, principals trained to be managers rather than instructional leaders, and a dramatic shortage of qualified candidates willing to take on the principalship. Few Michelangelos are appearing in school leadership positions. And even if one hundred or more existed, such pockets of creative genius in a school here and a school there would be insufficient. The challenge to our collective genius is to unveil the treasures within all students in every school. Each principal will have to answer the question, Did my leadership make a difference in improving the academic achievement and social and emotional well-being of students? And if that question is to be answered affirmatively, secondary school principals will have to acquire new and different skills. The principal - the instructional artist in residence - establishes a climate for excellence, puts forth a vision for continuous improvement in student performance, promotes excellence in teaching, and commits to sustained, comprehensive professional development for all staff members. The principal ensures that curriculum, instructional strategies, and assessment of student progress are coherent components in the teaching and learning process. In short, the principal engages herself or himself as an instructional leader. New Skills for a Changing Landscape Creating lasting treasures requires a vision of the finished work and an understanding of the medium to be used. Long-range decisions we make today must anticipate what the future will bring. To understand the skills required of principals in the 21st century, we must examine the projected changes in the educational landscape and how those changes will affect the principal's role and vision. The U.S. population and the school-age population will be changing dramatically during the first quarter of the 21st century. …

The School Nurse: Friend to the School Principal, Member of the Administrative Team

School health care programs sustain the physical, psychological, and emotional well-being of students and contribute in great measure to overall cognitive and social development. School principals should involve the school nurse as a valued member of the instructional staff and as an important member of the administrative team.

School psychology at the University of Utah.

The article describes the history of the school psychology program at the University of Utah from 1978, and discusses responsibilities of a school psychol- ogist: utilizing and disseminating the knowledge base of psychology in educational problem solving; operating from a scientist-practitioner model, wherein practices prescribed are based on research-validated procedures and a sound theoretical framework. School psychologists are generalists and specialists and function as re- searchers, diagnosticians, interventionists, assessors, consultants, and advocates for children. Professionally, school psychologists are identified with the overarching goals of enhancing the academic, social, and emotional well-being of students.