No description available.

No description available.

No description available.

The purpose of this study was to examine a sample of students who participated in a student assistance program in Southwest Virginia. Using existing data from a school system in Southwest Virginia, this sample was observed to measure changes in student academic performance. The sample was also examined to determine the extent to which they instituted positive behaviors such as school attendance and reduction of disciplinary actions taken. In addition, this study assessed differences in demographic characteristics among student participants. Also studied was the extent to which gender differences related to academic performance and behavior. Significant changes in students’ academic performance, attendance and disciplinary measures were established in the present study. Negative associations were established for those participating in the student assistance program and grade point average. Positive associations were found for those participating in SAP and attendance and disciplinary measures. No significant differences were yielded in the comparison of gender to academic performance and behavior. SAP coordinators recorded that the majority of participants did improve since referral to program and most completed or currently remained in the student assistance program. However, a small percentage of students actually entered treatment programs following recommendations made to parents from the student assistance program committee. This research assessed only the demographic and individual characteristics: gender, gifted or special education status, ethnicity and age. Therefore, other demographics such as socio economic status may offer additional explanation into academic and behavior outcomes of students involved in student assistance programs. / Ph. D.

Anxiety disorders are among the most common psychological disorders in childhood<br />with reported rates as high as 41.2% (Cartwright-Hatton, McNicol, & Doubleday, 2006; Cooley,<br />Boyd, & Grados, 2004). A majority of the anxiety intervention programs target children who are<br />7 years of age and older. Yet, many anxiety disorders develop in the preschool years (APA,<br />2000). Therefore, it seems desirable to work with young children who display early signs of<br />anxiety to provide them with skills that would protect them from later full-blown<br />psychopathology. Early intervention and prevention programs may be effective ways to modify<br />the developmental trajectory of anxiety disorders.<br /><br />The present research reports findings from an anxiety prevention program for 4-7 year<br />olds. One hundred and ten children from two schools in a rural part of Southwest Virginia<br />participated. Fifty-seven children from one school received a classroom-based prevention<br />program on a weekly basis over 20 weeks. Fifty-three children from a second school served as a control group. The mean age of the sample was 5.11 years. Results suggested that anxiety was  positively correlated with emotional symptoms (r = .67, p<.001), peer difficulties (r = .21,p<.05), and total difficulties (r =.29, p<.03) on the Strengths and Difficulties Questionnaire for all children. Overall, there were significant decreases in anxiety symptoms from pre to follow-up for both groups of children [F (1, 105) = 7.79, p =.006]. Unexpectedly, anxiety symptoms increased from pre to post for children in the intervention school whereas they decreased for children in the control school. Although these findings are reversed of what was expected, these results may have important implications concerning the importance of providing anxiety education and awareness for teachers. Implications of the current findings, limitations of the study, and directions for future research and dissemination are discussed. / Ph. D.

The Rural Expansion Program for At-risk Communities to Promote Health Outcomes through the Integration of Mental health and Enabling services in an Existing Primary Care School-Based Setting (REACH ME) program was established to increase access to mental health services at two existing school-based health centers (SBHC) in rural Hancock County, TN. These SBHCs are among the most unique in the nation, holding designations as federally funded qualified health centers - proving primary care services in a geographically isolated, rural, and medically underserved area. The aim of the project is increasing the number of patients receiving mental health and enabling services for not only the children and adolescents of Hancock County, but also adults who use the clinic for primary care services. This project employs a secondary data analysis to determine if there is an increase in the use of mental health services by patients using a school-based health center for care. Variables include number of visits, screening employed, and mental health diagnosis. Data gathered by health center staff and input into Excel will be used. Data collection is ongoing and is expected to be completed in February 2024. Early results indicate an increase in mental health and enabling services from initiation of the project. There were identified facilitators and barriers that impacted the project. Significance for this project is two-fold, identified facilitators and barriers to initiating integrated mental health services in the SBHC setting and increasing early screening, identification, referral and treatment of rural populations with mental health problems.

Yes / This paper explores why teachers adopt physically active learning (PAL). Data were collected through ‘go-alongs’ supplemented by individual interviews with 13 teachers in seven Norwegian lower secondary schools. Data were then analysed thematically. Results indicated that as well as to enhance their teaching and pupils' learning, teachers adopt PAL to adhere to school policy (The Conforming Teacher), to be an innovative educator (The Innovating Teacher), and, because it matches past positive personal experiences (The Connecting Teacher). The findings can be used to shape PAL teacher training programs to increase the likelihood of adoption.

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 191-205).

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 191-205). Also available in print.

Youth living in the United States are experiencing increasing rates of mental health issues (New Freedom Commission on Mental Health, 2003; U.S. Department of Education, 2006) and are less likely to receive mental health services (U.S.DHHS, 2009). Children and adolescent mental health services are fragmented, often times ineffective, and difficult to obtain (Brown, 2006; Center for Mental Health in Schools, 2008; Jacob, 2008). Children of color and children living in poverty (ASCA, 2009; Panigua, 2005; Shavers, 2013; and Vera, Buhin, & Shin, 2006), are more likely than their peers to experience mental health disorders and less likely to receive outside mental health services (U.S. Department of Health and Human Services,1999; U.S. National Institute of Mental Health, 2001). Professional school counselors, play a significant role in identifying, meeting and connecting students in need of additional mental health services (ASCA, 2012; Jacob, 2008) and are advised to collaborate with community agencies to better meet the mental health needs of all their students (ASCA, 2009; ASCA, 2012). If left untreated, mental health issues can have a direct impact on students’ learning and academic performance (Adelman & Taylor, 2006). In response, there have been many recent initiatives to promote mental health in schools, including H.R. 628: Mental Health in Schools Act currently being considered by a United States congressional committee. School-based mental health counseling programs (SBMHCPs) have been implemented to address the fragmented mental health delivery system for children and adolescents needing mental health services (Center for Mental Health in Schools, 2003; New Freedom Commission on Mental Health, 2003; & Surgeon General Report on Mental Health, 1999). There is limited research about SBMHCPs from the perspective of those who have been addressing the mental health needs of students for decades—professional school counselors and professional school counselor educators. This qualitative study examined professional school counselors’ and counselor educators’ experiences working collaboratively with school-based mental health counselors. Seventeen school counselors (n=17) and five (n=5) counselor educators participated in a structured online questionnaire. Phenomenological data analysis methods were used to analyze the results (Hays & Woods, 2011; Moustakas, 1994). Results describe professional school counselor and counselor educator’s perceptions about school-based mental health programs, the roles of professional school counselors and school-based mental health counselors, training recommendations, and funding issues related to school-based mental health programs.