The increased prevalence and negative impact of mental health difficulties amongst those with autism and Asperger syndrome has been reported by researchers, clinicians and people with autism themselves. Schools are key environments for those with autism, but there is little research regarding how they promote or demote their mental health. Eleven young people in Key Stage Three from three mainstream schools were part of a multiple case study, which explored and compared the perspectives of young people, their parents and school staff, regarding the mental health of those with autism or Asperger syndrome. Data was gathered using semi-structured interviews and subjected to thematic analysis. The well-being of many young people was reported to be good, although two showed signs of stress daily. In some cases well-being had varied significantly over recent years. Eight pairs of factors that promoted or demoted mental health were identified. These related to ethos, awareness of needs, friendships, learning support, pastoral care, noise levels, predictability and organisational skills. Further research is needed to clarify these factors, but this study supports the notion of schools as mental health promoting environments for those with autism and Asperger syndrome and highlights potential areas of focus.

The prevalence of children and young people with mental health needs is of national and local concern. Changes in legislation have explicitly made the identification and support of pupil mental health needs a role for schools. Research indicates the identification of pupil mental health needs has a multitude of barriers meaning said needs are frequently unidentified. This is of concern given it is estimated that half of mental health needs have their onset during adolescence and are related to negative outcomes such as poor educational attainment and in some cases, suicide. School staff are tasked with performing a Tier 1 (Universal Services) mental health professional role. However, there is considerable variation in the support school staff receive when performing this pastoral role and routine pastoral care has received little attention in the literature. The purpose of this research was to explore the lived experiences of lead pastoral staff identifying and supporting adolescent pupil mental health needs in mainstream secondary schools. Semi-structured interviews were conducted with four purposively selected members of secondary school staff performing lead pastoral roles. The interview transcripts were analysed using Interpretative Phenomenological Analysis (IPA) and the following four overarching themes were found to be relevant for all participants: Multiple Conceptualisations of Role, A Myriad of Emotion, Constraints and Conflict, and Remit. These findings are discussed in the context of existing literature and the limitations of this research are considered. Implications for educational psychology practice are proposed, relating to the different levels at which educational psychologists work: individual, group and organisational. Suggestions for future research related to pastoral leads identifying and supporting adolescent pupil mental health needs are provided.

Pupil’s interests in rapidly changing technology pose threats and opportunities in schools. The present research examines the perspectives of pupils, teachers and parents from two high schools in relation to their experiences of using and regulating mobile phones. Psychological and social (psychosocial) influences on regulation and use of mobile phones are explored. Three key psychosocial factors were found to influence behaviour in relation to use and regulation of mobile phones: Teaching and Learning; Value Sets; and Availability. Teaching and Learning – whether there were advantages to mobile phones in school and their compatibility with the school and its principles of teaching. Value Sets – personal values in relation to identity and belonging, self knowledge and individual responsibility. Availability – the feeling that individuals are more available because of technology. The subject area studied is changing rapidly with the introduction of new technology. The study proposes that the relationship between individuals and mobile technology is an evolving one. The study recognises the psychosocial influences on parents, pupils and teachers. Educational psychologists do have knowledge and skills to contribute in relation to modern technology. Key areas include the role of modern technology within identity and belonging, risk taking behaviours and developmental differences.

The Individuals with Disabilities Education Improvement Act of 2004 allows schools to utilize response to intervention (RtI) as early intervention to prevent at-risk students from becoming labeled as learning disabled. Using action research methodology and school change theory, the purpose of this project study was to determine the RtI implementation needs of a rural elementary school (LE). The guiding research question was to identify the components of an RtI framework currently being utilized during the pre-referral process at LE. This study employed a qualitative method triangulation design to analyze data from key stakeholders including questionnaires; individual interviews from six reading teachers, one reading interventionist, and one special education teacher; and campus documents analysis. Analysis included data transformation of frequency statistics from surveys and coded data from open-ended questionnaire responses, individual interviews, and document analysis. These data were triangulated revealing the current level of practice in collaboration, data-based decision making, parent involvement, professional development, and implementation monitoring. Findings indicated utilization of several RtI components inconsistently across grade levels and subjects. As a result, an RtI action plan was developed including a description of RtI background, identification of current levels of practice, implementation steps including timetable, and an RtI glossary. This resource has the potential to aid other districts by providing an implementation plan that could be adapted to their campus needs. This study promotes positive social change by identifying an effective implementation process for a unified service delivery model at LE resulting in improving the education of all students.

Thesis (Psy.D.)--Rutgers University, 2009. / "Graduate Program in School Psychology." Includes bibliographical references (p. 69-72).

<p> Through empirical research, this dissertation examined whether a substance abuse intervention program implemented at a Midwest university could prove beneficial in addressing the problem of substance abuse on college campuses. Drawing on multiple resources, including Department of Education, psychologists, scholars, and other professional sources, this dissertation provides information on the importance of intervention and behavioral adjustment. This study covered statistical data over a two-year period on an intervention program including measurements such as: grade point average, attendance, number of months in the program, and degree persistence. A second area of research was directed at determining the effect of the intervention program regarding retention. The methodology used in this study was mixed and included examination of program implementation, through use of qualitative and statistical data. It concluded, based on research and final statistics, that participating in a substance abuse intervention program not only increased the potential for student success and behavioral change, but slightly improved the percentage of retention and graduation persistence. It also identified the need for further study based on availability of resources needed to maintain and sustain a viable program. </p><p> Implementation of the intervention program took place during the study. Therefore, adjustments in procedures were made based on feedback received and data gathered. The process for collection of samples was changed to provide secure handling of the sample and subsequent valid test results. Also, as a result of researching discipline measures for substance abuse at universities within the same sports conference, consequences for NCAA athletes changed from suspension from competition for a year to removal from competition until a clean drug screen was provided. </p><p> Studies in the future should include following students who left school prior to graduating to determine the mortality rate of persistence to degree among program participants. Conducting a survey with the fall semester incoming freshmen class would improve study design and provide a better picture of the extent of substance abuse, rather than surveying the spring semester after many freshmen have lived on campus for half of the academic year.</p>

<p> The mother-daughter relationship holds a special place in the lives of African American women, given the rich history of women of African descent and the complexities of female relationships. However, few studies have discussed the evolution of this relationship and what it means in the lives of African American mothers and daughters. Using relational-cultural theory (RCT) and Black feminist theory, this qualitative grounded theory study described the experiences and evolution of the African American mother-daughter relationship. A sample of 10 mother-daughter dyads was interviewed together about their relationship. Research questions addressed how African American mothers and daughters define, maintain, and value their relationships with one another. Interviews were recorded, transcribed, coded, and analyzed. Themes generated from the data included the relationship undergoing ups and downs, including changes and fluctuations as the pair maintains an enduring bond; unconditional love; legacy; ongoing support; care; learning and spending time together; the role of communication; being available; and mutual acceptance. The results provide insight into the unique evolution of the African American mother-daughter relationship and provide a theoretical foundation for understanding how this relationship develops, evolves, and is maintained. Mental health clinicians who read this study may gain greater awareness of and sensitivity toward African American mother-daughter relationships, as well as insight into how these fluid relationships function. By applying this knowledge to their practice, they may support clients' healthy personal development and interpersonal growth.</p>

<p> The primary purpose of this study was to examine successful instructional practices that promote high academic achievement for at-risk students in juvenile detention centers, and possibly lead to a reduction in recidivism in the juvenile justice system. A case study was conducted at 2 Los Angeles juvenile detention centers, known as "The Sports Camp" and "The Vocational Camp." Qualitative research methods provided data triangulated from a document and artifact examination, interviews, and observations. Analysis of the data suggests that, contrary to popular belief, there are successful instructional practices that positively impact student academic achievement. However, the findings also indicate that extenuating circumstances prevent some students from taking advantage f their educational opportunities. Although the Los Angeles County Office of Education (LACOE) is committed to improving educational outcomes for incarcerated youth, there are no magic formulas or solutions. Therefore, multiple strategies will be needed to significantly improve educational outcomes for students in this nontraditional school setting.</p>

<p> The multi-vendor consulting model is a transorganizational development topic that has gained importance as more organizations strategically source professional services, such as management consulting. Multi-vendor consulting models often require competitors to collaborate on service delivery, fostering coopetitive relationships. This research study acknowledged the paradoxical nature of coopetition and aimed to understand more fully the frequency of coopetition in the management consulting industry, the perceived benefits and risks of coopetition, and the key factors that motivate management consulting leaders to collaborate with their competitors on client engagements. The study revealed that there is a deeper level of motivation for management consulting leaders who chose to collaborate with competitors: the fear of missing out on current and future opportunities and the desire to develop stronger relationships in both their vertical and horizontal networks.</p>

<p> To date, research on Binge Eating Disorder is limited compared to studies on other eating disorders, including Anorexia Nervosa and Bulimia Nervosa. Given that Binge Eating Disorder recently became an independent diagnosis in the DSM-5, has significant medical implications, and commonly involves psychiatric comorbidity, it is worthwhile to explore contributing factors and evidence-based treatment for the disorder. Cognitive Behavioral Therapy is an evidence-based treatment for Binge Eating Disorder, and most experts agree that while it yields positive treatment results, there is room for improvement in treatment. Shame is an important contributing factor in the development and maintenance of Binge Eating Disorder. The purpose of this review of the literature was to examine shame literature in order to explore potential methods for improving evidence-based Cognitive Behavioral Therapy for Binge Eating Disorder. The importance of researching Binge Eating Disorder is reviewed, and then shame is explored from a cognitive behavioral standpoint. Cognitive Behavioral Therapy for Binge Eating Disorder is outlined, and limited techniques that address shame in treatment are identified. Recommendations for addressing shame more directly in Cognitive Behavioral Therapy for Binge Eating Disorder are then made prior to suggestions for future research.</p>