published_or_final_version / Education / Master / Master of Education

published_or_final_version / Public Administration / Master / Master of Public Administration

published_or_final_version / Education / Master / Master of Education

Denna uppsats är en utvärdering av en metod där socialtjänsten i Haninge kommun arbetar behandlande med familj- och skolsystemet. Behandlingsformen kallas korttidsbehandling och följer en manual som behandlare skapat utifrån inspiration av Barn och Ungdomspsykiatrin (BUP) i Östersund. Metoden är inte tidigare utvärderad. En kvalitativ studie genomfördes med fyra föräldragrupper och respektive fyra skolpersonalgrupper som deltagit efter en relativt kort prövotid av metoden. Det övergripande syftet med studien var därför att få en ökad förståelse för vilken betydelse korttidsbehandlingen har för familj respektive skolpersonal. I intervjuerna beskrivs att processen under behandlingen påminner om nätverksspiralen i nätverksterapi. I boken Nätverksterapi beskriver Svedhem nätverksspiralen. Den beskriver olika faser i ett möte: Retribalisering, polarisering, mobilisering, depression, genombrott och hänförelse/ utmattning (Forsberg & Wallmark (1998). Studien visar också att korttidsbehandling passar för föräldrar och skolpersonal när man vill stärka samarbetet mellan de olika systemen. Ett annat fynd är att mötets struktur och behandlarnas förhållningssätt ”jämnar” ut en ojämlik situation och bidrar till att förståelsen mellan skolpersonal och föräldrar ökar. Slutligen visar studien att förälder och skolpersonal tycker att de fått stöd i att hitta en gemensam plan för att skapa förändring för det utsatta barnet. Om behandlingen haft positiva effekter för barnet behöver studeras mer. En randomiserad studie där man jämför ”treatment as usual” med korttidsbehandlingen skulle behöva göras för att mer säkert kunna påvisa att behandlingen har den effekt som deltagarna vittnar om.

With the high prevalence of mental health disorders among children, there is a growing need for effective mental health interventions that will enhance overall wellness and functioning while meeting the developmental needs of children (Stagman & Cooper, 2010). In addition, there are increasing demands from policymakers, managed-care organizations, and educators to implement evidence-based interventions (EBIs), or treatments that are supported by strong research (Kratochwill & Shernoff, 2004). One treatment that shows promise as an effective, developmentally-appropriate intervention that meets the mental health needs of children is play therapy (Bratton, Ray, Rhine, & Jones, 2005; Landreth, 2002; Ray, 2011). Although results of play therapy studies have shown some significance in improving a variety of issues for children, the body of research has been criticized, primarily due to inconsistent or inconclusive results across studies or compromised research designs and methods (Phillips, 1985; 2010; Read, Hunter, & McMillan, 1999). In addition, the field also lacks differentiation among various theoretical play therapy approaches across the research base (Phillips, 2010). To address these gaps in the literature, this study utilized a strong research design to examine the effectiveness of child-centered play therapy (CCPT) on the challenging behaviors of three kindergarten students. A single-case multiple baseline design was used to maintain a high level of control with rigorous data collection methods (Kennedy, 2005; Ray and Schottelkorb, 2010). Research methods were designed to meet the What Works Clearinghouse pilot standards for single-case designs, which use stringent criteria in evaluating quality of research (U.S. Department of Education, 2014). The integrity of the CCPT intervention was assessed to ensure accurate implementation. Results from direct observational data suggested a relationship between CCPT and the improvement of classroom behaviors. In contrast to direct observational data, teacher ratings did not indicate improvements in behavior. Ratings by parents yielded significant results for improving behaviors at home. This study made valuable contributions to the literature by utilizing a strong research design and demonstrating promising findings for CCPT. Practical implications include using as few as eight sessions of CCPT as a behavioral intervention at school and engaging in ongoing teacher consultation to supplement CCPT.

The research on bereaved children’s outcomes is mixed, with the course of grief in young people prone to variation. Each child’s reaction following a loss is unique and should be considered in relation to psychological, academic, familial, social, environmental, and a number of additional factors. However, what is known is the important role that a supportive environment, stable adult figures, and early intervention may have for grieving youth. Teachers could be considered the first line of defense in identifying youth who are struggling with a loss, as they are significant adults with whom students have consistent contact on a daily basis. However, very little is known about the teacher’s role in the identification and support of grieving students. Therefore, the purpose of this project was to explore the teacher’s role in the grief support process at school, as well as teacher perceptions of childhood grief and the ways in which a teacher’s own early experiences with death may affect the provision of services. These factors were explored through the administration of an online mixed-methods survey to a random sample of 225 Kindergarten through 12th grade teachers in the state of Kentucky. The findings of this study were supportive of the hypothesis that having a bereaved student in class is nearly universal. The majority of teachers in this study reported receiving no training related to death and grief issues pre-service, with minimal training offered at the school level. Teacher perceptions about grief were not found to differ significantly overall between teachers of various school levels, counties, or early-bereaved status. Additional findings, limitations, implications, as well as directions for future research are discussed.

There is an assumption that effective styles of leadership lead to effective schooling which is evidenced by, among other things, high pass rate. This study explored principals’ leadership styles in two secondary schools in Imati ward in Maphumulo Circuit. The study was conducted in two neighbouring secondary schools situated within a rural context. The two secondary schools were purposefully selected because of the disparities of learner achievement in the two schools. One school had produced very good Grade 12 results in the last five years and the other school had not performed as good, yet both schools are from the same area experiencing relatively similar challenges. Without relegating the influence of many other contextual factors, the study seeks to explore leadership styles practised in these schools. The study recognises that leadership is a process and does not dwell in an individual (Gunter, 2001; Nothouse, 2001; Halinger & Heck, 2003). The study adopted a qualitative approach and was located within an interpretivist research paradigm. This approach was deemed appropriate for this study whose objectives were to provide an understanding of the multi-realities from principals, HODs and teachers. Data in this study was generated using mainly semi-structured interviews and document analysis. These interviews were conducted with principals, HOD and teachers (one per school). Every possible effort was made to ensure that ethical issues pertinent to the study were considered at all times. The trustworthiness of the study was also considered in terms of credibility, dependability, transferability and confirmability asserted in Rule and John (2011). The study findings suggested that there was evidence of leadership being distributed to teachers at the better performing school. It was further found that the principal of the school did not stick There is an assumption that effective styles of leadership lead to effective schooling which is evidenced by, among other things, high pass rate. This study explored principals’ leadership styles in two secondary schools in Imati ward in Maphumulo Circuit. The study was conducted in two neighbouring secondary schools situated within a rural context. The two secondary schools were purposefully selected because of the disparities of learner achievement in the two schools. One school had produced very good Grade 12 results in the last five years and the other school had not performed as good, yet both schools are from the same area experiencing relatively similar challenges. Without relegating the influence of many other contextual factors, the study seeks to explore leadership styles practised in these schools. The study recognises that leadership is a process and does not dwell in an individual (Gunter, 2001; Nothouse, 2001; Halinger & Heck, 2003). The study adopted a qualitative approach and was located within an interpretivist research paradigm. This approach was deemed appropriate for this study whose objectives were to provide an understanding of the multi-realities from principals, HODs and teachers. Data in this study was generated using mainly semi-structured interviews and document analysis. These interviews were conducted with principals, HOD and teachers (one per school). Every possible effort was made to ensure that ethical issues pertinent to the study were considered at all times. The trustworthiness of the study was also considered in terms of credibility, dependability, transferability and confirmability asserted in Rule and John (2011). The study findings suggested that there was evidence of leadership being distributed to teachers at the better performing school. It was further found that the principal of the school did not sticThere is an assumption that effective styles of leadership lead to effective schooling which is evidenced by, among other things, high pass rate. This study explored principals’ leadership styles in two secondary schools in Imati ward in Maphumulo Circuit. The study was conducted in two neighbouring secondary schools situated within a rural context. The two secondary schools were purposefully selected because of the disparities of learner achievement in the two schools. One school had produced very good Grade 12 results in the last five years and the other school had not performed as good, yet both schools are from the same area experiencing relatively similar challenges. Without relegating the influence of many other contextual factors, the study seeks to explore leadership styles practised in these schools. The study recognises that leadership is a process and does not dwell in an individual (Gunter, 2001; Nothouse, 2001; Halinger & Heck, 2003). The study adopted a qualitative approach and was located within an interpretivist research paradigm. This approach was deemed appropriate for this study whose objectives were to provide an understanding of the multi-realities from principals, HODs and teachers. Data in this study was generated using mainly semi-structured interviews and document analysis. These interviews were conducted with principals, HOD and teachers (one per school). Every possible effort was made to ensure that ethical issues pertinent to the study were considered at all times. The trustworthiness of the study was also considered in terms of credibility, dependability, transferability and confirmability asserted in Rule and John (2011). The study findings suggested that there was evidence of leadership being distributed to teachers at the better performing school. It was further found that the principal of the school did not stick to a particular leadership style, but considered the demands of the situation. / M.Ed. University of KwaZulu-Natal, Durban 2012.

The purpose of this study was to describe the sexual health knowledge and attitudes of a sample of Saskatchewan post secondary freshmen aged 17-19. Three primary questions guided this research: What do Saskatchewan freshmen know about the general sexual health topics of physiology, contraception, and sexually transmitted infections? What are common attitudes about sexual activity, risk behaviors, and relationships? What were the main sources of sexual health information for these freshmen, and do they express a need for more education and resources? The study design was a qualitative web-based survey. Participants were volunteer freshmen aged 17-19 from the University of Saskatchewan and Saskatoon Institute of Applied Science and Technology, and 515 responded. Sixty-two percent were sexually active. Condoms were seen as helpful (98%) but only 57% saw them as effective for preventing pregnancy. Only 47% saw condoms as effective for preventing HIV/AIDS. Knowledge of reproductive physiology and STI symptoms and consequences were low with an average knowledge score of 26%, while HIV and AIDS knowledge scores averaged 80%. Knowledge of long acting contraceptives was much lower than birth control pills. Human papilloma virus was poorly understood, and many wanted more information about HPV vaccination. Attitudes were mixed about safe sexual activities, with respondents identifying condoms (94%), withdrawal (18%) and anal sex (15%) as safer sex. Condoms were used at last intercourse by 57%. A variety of attitudes were expressed about condom use, sex in relationship, and social pressures. Topics concerning to respondents were sexual violence, HIV/AIDs, STIs, unintended pregnancy, and the influence of alcohol/ drugs on sexual activity. Very few respondents had heard of or accessed sexual health websites designed and promoted to teens. An interest was expressed for more information from doctors and public health nurses, more guest speakers for SBSHE, and easier access to sexual health clinics. The information gathered in this study highlighted many areas for further detailed inquiry, and topics that can be better addressed in physician’s offices and sexual health curriculum. Additionally, the results could guide sexual health educators, policy makers and direct physicians towards collaboration and advocacy projects, and ultimately contribute to long term improvement in sexual health of Saskatchewan teens.

This two-year longitudinal study sought to describe and evaluate a newly developed information and communication technology (ICT) environment and the associated schoolbased ICT professional development (PD) project within a State Government primary school. The overall aim of the research study was to investigate the most effective requirements to support teachers to be skilled, knowledgeable and confident in the use of ICT in their teaching roles. The teachers were the focus of the Research Study and not the students. The ICT environment and the professional development project's effectiveness was evaluated using data collected from participating teachers and the literature regarding components of effective ICT professional development. The Research Study used qualitative and interpretive methods to illuminate and expand on what it means to provide effective ICT PD within the primary school context. The components of the ICT-enhanced environment were studied in detail to provide feedback and findings that may also be useful in other educational settings with modification. The study provided evidence that, apart from providing and developing individual ICT PD components, a collection of inter-related components was necessary at the same time for successful ICT PD to be achieved. The components of the PD project have been discussed individually and collectively in terms of their effect on the research subjects, the teachers themselves. Four global factors were identified for effective ICT PD and they were used as a framework for the study. These were teacher characteristics, authenticity, support and the ICT-enhanced environment.

The School Based Youth Health Nurse Program was established in 1999 by the Queensland Government to fund school nurse positions in Queensland state high schools. Schools were required to apply for a School Based Youth Health Nurse during a five-phase recruitment process, managed by the health districts, and rolled out over four years. The only mandatory selection criterion for the position of School Based Youth Health Nurse was registration as a General Nurse and most School Based Youth Health Nurses are allocated to two state high schools. Currently, there are approximately 115 Full Time Equivalent School Based Youth Health Nurse positions across all Queensland state high schools. The literature review revealed an abundance of information about school nursing. Most of the literature came from the United Kingdom and the United States, who have a different model of school nursing to school based youth health nursing. However, there is literature to suggest school nursing is gradually moving from a disease-focused approach to a social view of health. The noticeable number of articles about, for example, drug and alcohol, mental health, and contemporary sexual health issues, is evidence of this change. Additionally, there is a significant the volume of literature about partnerships and collaboration, much of which is about health education, team teaching and how school nurses and schools do health business together. The surfacing of this literature is a good indication that school nursing is aligning with the broader national health priority areas. More particularly, the literature exposed a small but relevant and current body of research, predominantly from Queensland, about school based youth health nursing. However, there remain significant gaps in the knowledge about school based youth health nursing. In particular, there is a deficit about how School Based Youth Heath Nurses understand the experience of school based youth health nursing. This research aimed to reveal the meaning of the experience of school based youth health nursing. The research question was How do School Based Youth Health Nurses’ understand the experience of school based youth health nursing? This enquiry was instigated because the researcher, who had a positive experience of school based youth health nursing, considered it important to validate other School Based Youth Health Nurses’ experiences. Consequently, a comprehensive use of qualitative research was considered the most appropriate manner to explore this research question. Within this qualitative paradigm, the research framework consists of the epistemology of social constructionism, the theoretical perspective of interpretivism and the approach of phenomenography. After ethical approval was gained, purposeful and snowball sampling was used to recruit a sample of 16 participants. In-depth interviews, which were voluntary, confidential and anonymous, were mostly conducted in public venues and lasted from 40-75 minutes. The researcher also kept a researchers journal as another form of data collection. Data analysis was guided by Dahlgren and Fallsbergs’ (1991, p. 152) seven phases of data analysis which includes familiarization, condensation, comparison, grouping, articulating, labelling and contrasting. The most important finding in this research is the outcome space, which represents the entirety of the experience of school based youth health nursing. The outcome space consists of two components: inside the school environment and outside the school environment. Metaphorically and considered as whole-in-themselves, these two components are not discreet but intertwined with each other. The outcome space consists of eight categories. Each category of description is comprised of several sub-categories of description but as a whole, is a conception of school based youth health nursing. The eight conceptions of school based youth health nursing are: 1. The conception of school based youth health nursing as out there all by yourself. 2. The conception of school based youth health nursing as no real backup. 3. The conception of school based youth health nursing as confronted by many barriers. 4. The conception of school based youth health nursing as hectic and full-on. 5. The conception of school based youth health nursing as working together. 6. The conception of school based youth health nursing as belonging to school. 7. The conception of school based youth health nursing as treated the same as others. 8. The conception of school based youth health nursing as the reason it’s all worthwhile. These eight conceptions of school based youth health nursing are logically related and form a staged hierarchical relationship because they are not equally dependent on each other. The conceptions of school based youth health nursing are grouped according to negative, negative and positive and positive conceptions of school based youth health nursing. The conceptions of school based youth health nursing build on each other, from the bottom upwards, to reach the authorized, or the most desired, conception of school based youth health nursing. This research adds to the knowledge about school nursing in general but especially about school based youth health nursing specifically. Furthermore, this research has operational and strategic implications, highlighted in the negative conceptions of school based youth health nursing, for the School Based Youth Health Nurse Program. The researcher suggests the School Based Youth Health Nurse Program, as a priority, address the operational issues The researcher recommends a range of actions to tackle issues and problems associated with accommodation and information, consultations and referral pathways, confidentiality, health promotion and education, professional development, line management and School Based Youth Health Nurse Program support and school management and community. Strategically, the researcher proposes a variety of actions to address strategic issues, such as the School Based Youth Health Nurse Program vision, model and policy and practice framework, recruitment and retention rates and evaluation. Additionally, the researcher believes the findings of this research have the capacity to spawn a myriad of future research projects. The researcher has identified the most important areas for future research as confidentiality, information, qualifications and health outcomes.