Transporting Cognitive Behavior Interventions to the School Setting

2014 ◽  
pp. 287-305 ◽  
Author(s):  
Matthew P. Mychailyszyn
Keyword(s):  
School Setting ◽  
Cognitive Behavior ◽  
Behavior Interventions

Trauma

2019 ◽  
pp. 235-258
Author(s):  
Vicki Ann McGinley ◽  
Olatomiwa O. Salako ◽  
Jena Dubov
Keyword(s):  
Decision Making ◽  
Child Development ◽  
Growth And Development ◽  
Social Awareness ◽  
Cognitive Behavior ◽  
Self Awareness ◽  
Behavior Interventions ◽  
Relationship Skills ◽  
Traumatized Children ◽  
The Impact

Experiencing trauma will impact a child's development, specifically physically, psychologically (mentally), and emotionally. There is much research on how trauma affects child development, and more information is being addressed on interventions to ameliorate the impact of the symptoms of trauma children experience. Schools play an important role in working with traumatized children and their families. It is through effective collaboration, communication, cognitive behavior interventions, mindfulness techniques to teach self-awareness, social awareness, self-management, responsible decision making, and relationship skills where schools and families may best support the child's growth and development.

Trauma

2018 ◽  
pp. 162-185
Author(s):  
Vicki Ann McGinley ◽  
Olatomiwa O. Salako ◽  
Jena Dubov
Keyword(s):  
Decision Making ◽  
Child Development ◽  
Growth And Development ◽  
Social Awareness ◽  
Cognitive Behavior ◽  
Self Awareness ◽  
Behavior Interventions ◽  
Relationship Skills ◽  
Traumatized Children ◽  
The Impact

Experiencing trauma will impact a child's development, specifically physically, psychologically (mentally), and emotionally. There is much research on how trauma affects child development, and more information is being addressed on interventions to ameliorate the impact of the symptoms of trauma children experience. Schools play an important role in working with traumatized children and their families. It is through effective collaboration, communication, cognitive behavior interventions, mindfulness techniques to teach self-awareness, social awareness, self-management, responsible decision making, and relationship skills where schools and families may best support the child's growth and development.

A Preliminary Study on Cognitive–Behavior Interventions for Hong Kong Chinese Delinquent Youth

2016 ◽  
Vol 28 (7) ◽  
pp. 838-847
Author(s):  
Daniel F. K. Wong ◽  
Priscilla S. Y. Ip ◽  
Man Ho Chan ◽  
Xiao Yu Zhuang
Keyword(s):  
Hong Kong ◽  
Social Services ◽  
Control Group ◽  
Cognitive Behavior ◽  
Delinquent Youth ◽  
Behavior Interventions ◽  
Quasi Experimental ◽  
Cognitive Impulsivity ◽  
Preliminary Study ◽  
Experimental Group

Objectives: This study evaluated a culturally attuned cognitive–behavior intervention for reducing impulsivity and delinquency-related attitudes and behaviors among Chinese delinquent youth in Hong Kong. Methods: A quasi-experimental design was adopted. Twenty participants received CBI, and 20 received routine counseling for a period of 12 months. All participants filled out a standardized questionnaire before the intervention and at 6 and 12 months of intervention. Results: A series of 2 × 3 analyses of variance were used to examine the Time × Group Effects of the two groups of participants. Results suggested, when compared to the control group, the participants in the experimental group showed greater and continuous positive changes in overall impulsivity, nonplanning impulsivity, cognitive impulsivity, and overall delinquency, with effect sizes showing moderate to large magnitude of change. Conclusion: This culturally attuned CBI program may be a useful inclusion in the outreaching social services for Chinese delinquent youth in Hong Kong.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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