Interdisciplinary School Research Articles

Teaching Sustainable Development at school: an interdisciplinary school project about plastic pollution

Teaching Sustainable Development at school: an interdisciplinary school project about plastic pollution

Differentiating Language for Students Who Are Deaf or Hard of Hearing: A Practice-Informed Framework for Auditory and Visual Supports.

Speech-language pathologists (SLPs) serving students who are d/Deaf or hard of hearing (Deaf/hh) and their deaf education counterparts must navigate complexities in language that include modalities that are spoken or signed and proficiency, which is often compromised. This tutorial describes a practice-informed framework that conceptualizes and organizes a continuum of auditory and visual language supports with the aim of informing the practice of the SLP whose training is more inherently focused on spoken language alone, as well as the practice of the teacher of the Deaf/hh (TDHH) who may focus more on visual language supports. This product resulted from a need within interdisciplinary, graduate programs for SLPs and TDHHs. Both cohorts required preparation to address the needs of diverse language learners who are Deaf/hh. This tutorial includes a brief review of the challenges in developing language proficiency and describes the complexities of effective service delivery. The process of developing a practice-informed framework for language supports is summarized, referencing established practices in auditory-based and visually based methodologies, identifying parallel practices, and summarizing the practices within a multitiered framework called the Framework of Differentiated Practices for Language Support. Recommendations for use of the framework include guidance on the identification of a student's language modality/ies and proficiency to effectively match students' needs and target supports. An examination of established practices in language supports across auditory and visual modalities reveals clear parallels that can be organized into a tiered framework. The result is a reference for differentiating language for the interdisciplinary school team. The parallel supports also provide evidence of similarities in practice across philosophical boundaries as professionals work collaboratively.

Teaching for Synthesis at The London Interdisciplinary School

Teaching for Synthesis at The London Interdisciplinary School

Contributor biographies

Contributor biographies

Perceptions of Porto Nacional/Tocantins Family Agricultural School Educators Regarding Didactic-Pedagogical Mediation: towards a proposal to implement an interdisciplinary school newspaper

Perceptions of Porto Nacional/Tocantins Family Agricultural School Educators Regarding Didactic-Pedagogical Mediation: towards a proposal to implement an interdisciplinary school newspaper

Development and implementation of the ECHO model in a school setting to address youth electronic cigarette use in Kansas: A protocol.

Schools remain at the frontlines of addressing issues, such as e-cigarette use, that impact students. Despite e-cigarette use remaining a significant public health concern in the U.S., schools have limited resources (e.g., staff, capacity, programming) to address it, especially in rural and frontier areas. This ECHO Pilot Project aimed to build capacity and equip schools and school staff in the state of Kansas to address high rates of youth e-cigarette use by providing prevention support and information on best practices for e-cigarette cessation. The pilot used the established Project ECHO model to disseminate evidence-based strategies for e-cigarette prevention and cessation among youth to schools across Kansas. The pilot selected 20 interdisciplinary school teams representing both rural and urban middle and high schools across the state to participate in seven ECHO sessions. ECHO sessions proceeded throughout Fall 2021, with the final session in Spring 2022. School participants completed pre-post surveys as well as component-specific surveys following each ECHO session. In addition, each school team created an individualized action plan to comprehensively address e-cigarette use at their school based on the information provided throughout the ECHO. Survey data, school tobacco/nicotine policies, and action plans will be analyzed to assess process and final outcomes. If successful, this pilot will demonstrate that the ECHO model is an effective platform for building school staff knowledge and skills to implement evidence-based strategies in both urban and rural settings. It is anticipated that the pilot will build capacity and equip schools and school staff to address high rates of youth e-cigarette use by providing support for school-based prevention programs and referrals for e-cigarette cessation which will lessen the burden of nicotine-related problems in Kansas schools and communities. Finally, the pilot will provide evidence that the ECHO model can be successfully and equitably applied in a school setting and may be a viable method for addressing other public health-related issues faced by schools.

Interdisciplinary Collaboration to Care for Students Diagnosed with PANDAS: An Education and Referral Intervention.

Pediatric autoimmune neuropsychiatric disorders associated with streptococcal infections (PANDAS) is an autoimmune disorder associated with sudden onset of behavior changes. The prevalence of PANDAS is increasing in schools and interdisciplinary collaboration, knowledge, and the use of referrals to the school nurse are important for supporting students. This project sought to provide education on PANDAS to the interdisciplinary school team and implement a referral process for students exhibiting behavior changes. A self-directed online educational intervention was employed. A pretest-posttest design was utilized to assess knowledge before, immediately after, and six-weeks after the educational intervention. A referral log was implemented to track the number of referrals to the school nurse. The final sample size included 19 participants. Mean scores increased from pretest to posttest, and the implementation of a referral system produced 12 new school nurse referrals. Further strategies are needed to enhance interdisciplinary collaboration and support students experiencing health-related issues.

The 29th International Research Interdisciplinary School 2021, Slovakia. IRIS Slovakia 2021 on-line Bratislava, September 13-17, 2021

The 29th International Research Interdisciplinary School 2021, Slovakia. IRIS Slovakia 2021 on-line Bratislava, September 13-17, 2021

From Clinic to Classroom: Two Case Studies of Youth With ASD and Anxiety From the School-Based Facing Your Fears Program.

Cognitive behavioral therapy (CBT) is considered best practice for treating anxiety in youth with autism spectrum disorder (ASD) in clinic settings. However, there is significant need to translate CBT into school settings. This paper presents two case illustrations of students who participated in the Facing Your Fears: School-Based program (FYF-SB), a manualized, group CBT intervention for anxiety in ASD, adapted for delivery in schools by interdisciplinary school providers. Students showed improvement in anxiety across multiple domains following intervention, according to clinical interview and parent- and self-report. These outcomes suggest that anxious youth with ASD can benefit from CBT delivered by interdisciplinary school providers. Importantly, decreases in anxiety symptoms were evident in domains that were not explicitly targeted during intervention. Overall, these case illustrations help frame areas of future research, including examining how treatment gains may generalize across anxiety domains as well as whether corresponding improvement in school functioning occurs.

КОНЦЕПТУАЛЬНЫЕ АСПЕКТЫ ПРОБЛЕМЫ ПОЛИТИЧЕСКОГО РЕГУЛИРОВАНИЯ МЕЖДУНАРОДНЫХ ОТНОШЕНИЙ В ОБЛАСТИ ИННОВАЦИОННЫХ ТЕХНОЛОГИЙ

The purpose of the article is to analyze the key scientific outlooks of the theory of international relations to comprehend the problem of innovative technologies and their impact on global processes. The authors consider that various scientific schools of the international relations theory think that the confrontation between states is moving from the military and economic sphere to a technological that built on innovation. This process irreversibly entails consequences, which are expressed in the increasing importance of technologies on the scale of national states and on an international scope. An analysis of conceptual approaches to the problem of the use and development of technologies showed that realistic concepts see them as one of the passive and non-systemic tools. States use innovations to ensure national security and increase competitiveness. Neorealists contend that the nature of the state and political forces are much more powerful than any technology. Followers of liberal schools are sure that the first place is to ensure the safety of using technology. Constructivists believe that to ensure the usefulness of a technological innovation, it must necessarily act in accordance with social norms. Supporters of the interdisciplinary school « Science, Technology and Society Studies » suggest the implementation of convergence between socio-political and technological structures. As a result, the authors draw conclusions that the developers of the “complex systems theory” have come closest to the implementation of an effective interdisciplinary synthesis and understanding of the problem of political regulation of modern technologies within the framework of global processes. The concept is based on synergetic ideas and sees the world order as a network structure with a multi-level system of interconnections, which at the same time has the ability to self-organize through the development of its units.

Doctoral students’ experiences of being affiliated with an interdisciplinary graduate school in aging and health

ABSTRACT The aim is to describe the development of a novel interdisciplinary graduate school, using the Swedish National Graduate School for Competitive Science on Ageing and Health (SWEAH) as a case example. We explore doctoral students’ perceptions of being part of SWEAH and provide implications for practice. Written self-reports reflecting 78 students’ experiences and perceptions were analyzed using thematic analysis. The findings reveal that affiliation with SWEAH is highly valued. The students emphasized the tailored courses and learning activities and reported that it was instrumental in deepening their knowledge and broadening their research perspectives. The findings demonstrate how students navigate between disciplinary and interdisciplinary contexts and become enculturated with intellectual mindset and understanding of the importance of network building. The graduate school adds an interdisciplinary layer of learning, influenced by peers and researchers, and demonstrates the importance of community building within interdisciplinary environments and how it can be achieved.

Increasing Access and Reach: Implementing School-Based CBT for Anxiety in Students with ASD or Suspected ASD

ABSTRACT Youth with Autism Spectrum Disorder (ASD) are at high risk for experiencing clinical anxiety, interfering with friendships, family functioning, and school performance. Many children with ASD and anxiety have difficulty accessing appropriate mental health care and schools are often the ideal location to receive services. The implementation of evidence-based practices to manage anxiety in students with ASD in schools is just beginning. The primary purpose of the current study was to train interdisciplinary school providers to effectively deliver a 13 session evidence-based, group cognitive behavioral therapy (CBT) program adapted for schools [Facing Your Fears – School-Based program (FYF-SB)], to students with anxiety and ASD, or suspected ASD, using a quasi-experimental design. Provider CBT knowledge, feasibility, and effectiveness of FYF-SB were examined. Twenty-five interdisciplinary school providers, from nine elementary/middle urban public schools were trained to deliver FYF-SB. Twenty-nine students (aged 8–14), with clinically significant anxietyASD, or ASD characteristics, participated. Provider CBT knowledge significantly improved following FYF-SB training. Six of 9 school teams exceeded the minimum standard for acceptable treatment adherence (80%) and 8 of the 9 participating teams delivered adequate intervention dosage for student sessions, although parent attendance was more variable. School providers indicated that FYF-SB was feasible, acceptable, and appropriate for participating students. Parents and students reported significant reductions in student anxiety following program participation. Implementation and treatment outcomes are encouraging and suggest that traditionally underserved students with ASD or ASD characteristics may be able to access much needed mental health interventions in their own communities.

Towards a framework for ethical innovation in children’s social care

PurposeSubstantial government investment has accelerated innovation activity in children’s social care in England over the past decade. Ethical concerns emerge when innovation seems to be propelled by a drive for efficiency and over-reliance on process output indicators, as well as, or even instead of, improving the lives of children, families and societies. No ethical framework exists at present to act as a check on such drivers. This paper reviews the literature with the aim of considering how best to address this gap.Design/methodology/approachThis paper draws on a review of innovation in children’s social care, conducted as part of an Economic and Social Research Council-funded project exploring innovation in services for young people exposed to extra-familial risk and harm.FindingsThis study proposes a new conception of “trustworthy innovation” for the sector that holds innovation in children’s social care to the standards and principles of the code of ethics for social work. This study offers an ethical framework, informed by the interdisciplinary school of organisational ethics, to operationalise this extended definition; the analytic framework guides policymakers and the practice sector to question at every stage of the innovation process whether a particular model is ethically appropriate, as well as practically feasible within a specific context. Implications for local decision-making and national policy are set out, alongside questions raised for future research.Originality/valueThis paper is the first to offer an ethical framework for innovation in children's social care. The conception of “trustworthy innovation” offers a guide to policymakers and the practice sector, which they can use to ethically test every stage of the innovation process and make decisions about whether a particular model is ethically appropriate, as well as practically feasible within a specific context.

Проекты междисциплинарной научной школы «Промышленная управленческая элита развития» как институциональная подоснова обеспечения кадровой составляющей экономической безопасности промышленных предприятий с госучастием

The article presents a brief description of the developments of the interdisciplinary scientific school “Industrial management elite of development”
 as an institutional basis for ensuring the personnel component of industrial
 enterprises’ economic security with state participation.

Concept of a Sino-German Summer School on Multiscale Processes in Oceans and the Atmosphere

A concept for an interdisciplinary summer school for “multiscale processes in oceans and the atmosphere” is presented. It aims to deepen students’ understanding of scientific issues as well as their experience in multicultural communication. The theme covers climate evolution, which is partially dominated by far-reaching anthropogenic changes and their possible consequences on the Earth’s system. An integrated approach helps to change rigid subject-specific mindsets among faculties and students and across cultures, so as to broaden their horizons in both research and life. Research has shown, however, that the development of intercultural competence in students does not happen automatically but needs to be fostered and supported. Therefore, a primary goal is also to provide young researchers from several countries (mainly China and Germany) with the opportunity to gain more indepth knowledge on research in Germany, to be exposed to scientific culture, and thus to prepare for foreign research visits either during the PhD phase or as postdoctoral fellows, supporting the internationalization of education and opportunities in marine sciences. Finally, the students have the chance to further develop their scientific profiles by attending scientific talks, lab exercises, and excursions and by combining rigorous scientific disciplines with the awareness of multidisciplinary issues related to the topic of global climate change.

School Shootings Revisted for Clinicians

School shootings are an unfortunate reality that have become more prevalent in recent years, impacting countless lives throughout the country, and the number of incidents continues to rise. Despite the increasing incidence of these shooting events and widespread media coverage, school shooters' characteristics and risk factors have not been well categorized. The aim of this article is to highlight these areas through a review of current literature pertaining to school shootings. Findings indicate that many school shooters are White adolescent males with personality and sociocultural characteristics who feel marginalized by society and without prosocial supports, and they are often exposed to additional risk factors such as substance abuse or trauma. Although the increase in these shooting events is troubling, schools are attempting to implement prevention strategies, including an interdisciplinary school team to assess threats. [ Psychiatr Ann . 2020;50(9):376–381.]

ПРИЛОЖЕНИЕ НА STEM ПОДХОД В ОБРАЗОВАНИЕТО КАТО ФАКТОР ЗА ФОРМИРАНЕ НА ЕКИПНИ УМЕНИЯ И РАЗВИВАНЕ НА АЛГОРИТМИЧНО МИСЛЕНЕ

The paper presents some accents concerning implementation of the STEM approach in education, such as the learning environment, content, technologies and the management process. Special accent is set on the use of school robots in interdisciplinary school activities. Examples from pedagogy practice are presented. Some conclusions are formulated.

Coaching a School Team to Implement the Visual Immersion System™ in a Classroom for Children with Autism Spectrum Disorder: a Mixed-Methods Proof-of-Concept Study

The Visual Immersion System™ (VIS) is a comprehensive approach aimed to meet the language and communication needs of children with autism spectrum disorder (ASD). This proof-of-concept study evaluated the effectiveness and social validity of a coaching intervention on implementing the VIS™ with an interdisciplinary school team supporting seven children with ASD in a self-contained classroom of an elementary school. Using mixed methods with a pretest–posttest design, outcome measures were objective direct (i.e., goal attainment scaling), indirect quantitative (i.e., Communication Matrix, self-efficacy, and treatment acceptability), and indirect qualitative (i.e., focus groups). Goal attainment scaling results indicated significant improvement across participants and individually. Communication Matrix scores and self-efficacy scores improved as well and treatment acceptability was high. Focus groups corroborated outcomes, treatment acceptability, and self-efficacy data while revealing barriers to implementation. This mixed-methods proof-of-concept study provides preliminary evidence for the effectiveness and social validity of this coaching-based intervention on implementing the VIS™ in a classroom serving children with ASD.

Public Health Approach of Ayurveda and Yoga for COVID-19 Prophylaxis.

Public Health Approach of Ayurveda and Yoga for COVID-19 Prophylaxis.

Preparing Students for Applied Work In and Outside Academia: Lessons Learned, Challenges, and Rewards

Abstract This article describes a few of the strategies that have proven useful in the training of applied anthropology students at both the graduate and undergraduate levels in preparation for careers in and outside of academia. Reflecting on our experiences as professors in one of the premier applied anthropology programs in the nation, we highlight our efforts to provide solid training through (1) strategies to enhance professionalization skills for both academic and non-academic work, (2) the offering of an international and interdisciplinary field school, (3) the establishment of domestic training opportunities that involve partnerships with not-for-profit organizations as well as with private sector agencies, and (4) the offering of curricula that emphasize the ethics of research and practice and that prepare future instructors for the teaching of applied anthropology.