Supporting Students With Emotional Disabilities: What Evrery Counselor Needs to Know by Drs. Hott, Thomas, Abbassi, Hendricks, Aslina - NATIONAL FORUM JOURNAL OF COUNSELING AND ADDICTION, 3(1) 2014 - NATIONAL FORUM JOURNALS (Founded 1982) Dr. William Allan Kritsonis, Editor-in-Chief
Hott, brittany it takes a village nfsej v26 n1 2015William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
The Relationship between student sense of belonging and college-going beliefs...Dr. Jamie Stagno-Steiner
Although there is an abundance of research on middle school counseling, college readiness and belonging, there is a gap in the research regarding middle school students
and attempts to correlate their sense of belonging to college-going beliefs. Research identifies eighth grade as a critical time in a student’s education in which they make
important post-secondary decisions. The research stressed that a student’s academic achievement was not only influenced by intellectual abilities, but by their school climate. The purpose of this mixed methods study was to identify a correlation between school- based factors, specifically a student’s sense of belonging, and college-going beliefs. One hundred eighty-four eighth-grade students from a diverse suburban middle school were
surveyed on their college-going beliefs as well as their sense of belonging. In addition, focus groups were facilitated to further explore how students felt about their school environment and post-secondary planning. The findings showed a significant statistical correlation between students’ sense of school belonging and college-going beliefs. This is significant because it begins to address the void in the research identifying how school
based factors are related to students’ college-going beliefs. Focus group data also enhanced quantitative findings by highlighting how students who described a positive sense of belonging in school had strong intentions and higher confidence for attending college after high school. The results of this research will help educators improve programs, develop stronger relationships with students and strengthen the curriculum to better prepare students for high school and beyond.
Social Adjustment of Widows in Rivers State of NigeriaWilliam Kritsonis
Social Adjustment of Widows in Rivers State of Nigeria by Drs. Kritsonis, Osho, Eremie, Kennedy
National Forum Journal of Counseling and Addiction - NATIONAL FORUM JOURNALS - www.nationalforum.com
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Hott, brittany it takes a village nfsej v26 n1 2015William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
The Relationship between student sense of belonging and college-going beliefs...Dr. Jamie Stagno-Steiner
Although there is an abundance of research on middle school counseling, college readiness and belonging, there is a gap in the research regarding middle school students
and attempts to correlate their sense of belonging to college-going beliefs. Research identifies eighth grade as a critical time in a student’s education in which they make
important post-secondary decisions. The research stressed that a student’s academic achievement was not only influenced by intellectual abilities, but by their school climate. The purpose of this mixed methods study was to identify a correlation between school- based factors, specifically a student’s sense of belonging, and college-going beliefs. One hundred eighty-four eighth-grade students from a diverse suburban middle school were
surveyed on their college-going beliefs as well as their sense of belonging. In addition, focus groups were facilitated to further explore how students felt about their school environment and post-secondary planning. The findings showed a significant statistical correlation between students’ sense of school belonging and college-going beliefs. This is significant because it begins to address the void in the research identifying how school
based factors are related to students’ college-going beliefs. Focus group data also enhanced quantitative findings by highlighting how students who described a positive sense of belonging in school had strong intentions and higher confidence for attending college after high school. The results of this research will help educators improve programs, develop stronger relationships with students and strengthen the curriculum to better prepare students for high school and beyond.
Social Adjustment of Widows in Rivers State of NigeriaWilliam Kritsonis
Social Adjustment of Widows in Rivers State of Nigeria by Drs. Kritsonis, Osho, Eremie, Kennedy
National Forum Journal of Counseling and Addiction - NATIONAL FORUM JOURNALS - www.nationalforum.com
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
The Influence of Parents on the Persistence Decisions of First-generation Col...William Kritsonis
The Influence of Parents on the Persistence Decisions of First-generation College Students by Dr. Steven B. Westbrook and Dr. Joyce A. Scott - NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
The Influence of Parents on the Persistence Decisions of First-generation Col...William Kritsonis
The Influence of Parents on the Persistence Decisions of First-generation College Students by Dr. Steven B. Westbrook and Dr. Joyce A. Scott - NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
The volunteer training process
for Project Open Door has been
unorganized and impromptu, without
a planned calendar, explanation of
the layout of the program, guidelines,
responsibilities, and a social
approach to teaching high school
students. Due to these inadequacies,
a proper training process needs
to be implemented to make the
transition as a volunteer a smooth and enticing one.
This mission of the Peppers initiative is to improve Project Open
Door’s after school program through a coherent three-part volunteer
engagement process
Calais, Gerald j[1]. the vee diagram as a problem solving strategy nftej v19 ...William Kritsonis
Dr. Gerald J. Calais, Professor, McNeese State University, Lake Charles, Louisiana
Published in NATIONAL FORUM JOURNALS, www.nationalforum.com, Dr. William Allan Kritsonis is Editor-in-Chief, NFJ.
Dr. Fred C. Lunenburg, Merchant Professor, Sam Houston State University - Pub...William Kritsonis
Dr. Fred C. Lunenburg, Merchant Professor, Sam Houston State University - Published in NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since 1982)
Dr. Fred C. Lunenburg, lunenburg, Devil's Advocacy & Dialectical Inquiry - IN...William Kritsonis
Dr. Fred C. Lunenburg, lunenburg, Devil's Advocacy & Dialectical Inquiry - INTERNATIONAL JOURNAL OF SCHOLARLY ACADEMIC INTELLECTUAL DIVERSITY - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
BUSI 352Case Study 2Your client, Steven, age 43, has come to.docxfelicidaddinwoodie
BUSI 352
Case Study 2
Your client, Steven, age 43, has come to you for assistance with retirement planning. He provides you with the following facts.
· He earns $80,000 annually.
· His wage replacement ratio has been determined to be 80%.
· He expects inflation will average 3% for his entire life expectancy.
· He expects to work until 68, and live until 90.
· He currently has $60,000 saved, and he is averaging a 9% rate of return and expects to continue to earn the same return over time.
· He has been saving $3,000 annually in his 401(k) plan.
· Additionally, Social Security Administration has notified him that his annual retirement benefit, in today’s dollars will be $26,000.
1. Using calculations, explain to Steven why it is realistic to use a wage replacement ratio of 80%.
2. Using the annuity method, calculate how much capital Steven will need to be able to retire at age 68.
3. Given his current resources, does he have sufficient resources to achieve his retirement goal? Using calculations, show and explain your answer to Steven.
4. Provide Steven with 3 alternatives for meeting his retirement goal. In doing so, use calculations to show the impact of each alternative.
Before hiring you as his financial planner, Steven was going to another planner. He mentions that the other planner calculated this retirement needs another way, so he asks you to calculate his retirement needs using other methods.
5. Using the capital preservation method, calculate how much capital Steven needs in order to retire at 68.
6. Using the purchasing power preservation method, calculate how much capital Steven needs in order to retire at 68.
7. In your own words, provide Steven with the advantages and disadvantages of each method and explain why the amounts calculated are different with the three methods.
8. In your own words, provide Steven with the advantages and disadvantages of 2 investment instruments that are used specifically to save for retirement. Which would you recommend and why?
Your completed Case Study must contain a minimum of 700 words and 2 citations in current APA format. Acceptable sources are personal finance journals, magazines, or newspapers.
Submit Case Study 2 by 11:59 p.m. (ET) on Monday of Module/Week 7.
Running head: the relevance of Sexual identity and orientation 1
the relevance of Sexual identity and orientation 5The Relevance of Sexual Identity and Orientation
Paula King
Walden University
Diversity in Child/Adolescent Development and Learning
Dr. Virginia Salzer
March 30, 2019
\
The issues of diversity in the classrooms are prominent especially in the modern learning setting as the composition of students continues to change and diversify radically (Gruenewald, 2014; Meyer, 2010). This aspect has promoted the inclusion of various demographic groups such as the female students that were previously barred from accessing such services in the traditional societies and systems. Such trends show that gender influences hav.
School Effects on Psychological Outcomes During Adolescence.docxWilheminaRossi174
School Effects on Psychological Outcomes During Adolescence
Eric M. Anderman
University of Kentucky
Data from the National Longitudinal Study of Adolescent Health were used to examine school-level
differences in the relations between school belonging and various outcomes. In Study 1, predictors of
belonging were examined. Results indicated that belonging was lower in urban schools than in suburban
schools, and lower in schools that used busing practices than those that did not. In Study 2, the relations
between belonging and psychological outcomes were examined. The relations varied depending on the
unit of analysis (individual vs. aggregated measures of belonging). Whereas individual students’
perceptions of belonging were inversely related to depression, social rejection, and school problems,
aggregated belonging was related to greater reports of social rejection and school problems and to higher
grade point average.
Research on school-level differences during adolescence often
has focused on nonpsychological outcomes, such as academic
achievement and behavioral issues, instead of on psychological
outcomes (Roeser, 1998). Indeed, research on school-level differ-
ences in nonacademic variables is quite rare. The purpose of the
present research was to examine school-level differences in a
variety of psychological outcomes, using a large nationally repre-
sentative sample of adolescents.
School Effects on Student Outcomes
Although there is an abundant literature on effective schools,
most of the research in this literature has focused on academic
variables, such as achievement, dropping out, and grade point
average (GPA; e.g., Edmonds, 1979; Miller, 1985; Murphy, Weil,
Hallinger, & Mitman, 1985). This literature generally indicates
that schools that are academically effective have certain recogniz-
able characteristics.
Some of these studies have examined differences between pub-
lic schools and other types of schools. For example, some research
indicates that students who attend public schools achieve more
academically than do students who attend other types of schools
(e.g., Coleman & Hoffer, 1987). Other research suggests that there
may be a benefit in terms of academic achievement for students
who attend Catholic schools compared with non-Catholic schools
(Bryk, Lee, & Holland, 1993). Lee and her colleagues (Lee,
Chow-Hoy, Burkam, Geverdt, & Smerdon, 1998) found that stu-
dents who attended private schools took more advanced math
courses than did students who attended public schools. However,
they also found specific benefits for Catholic schools: Specifically,
in Catholic schools, there was greater school influence on the
courses that students took, and the social distribution of course
enrollment was found to be particularly equitable.
In recent years, psychologists have started to become interested
in the effects of schooling on mental health outcomes (e.g., Boe-
kaerts, 1993; Cowen, 1991; Roeser, Eccles, & Strobel, 1998;
Rutter,.
Response 1Discussion, Week 10 A Deficit or a Differencemickietanger
Response 1
Discussion, Week 10: A Deficit or a Difference?
As noted, school settings can be challenging for children and adolescents with a disability thus consideration is given as to whether such a disability is a deficit or a difference. The determination of this could affect the type of intervention(s) and the accommodations available in addition to how the individual is treated by others. The following presents how a disability in childhood or adolescence could be considered a deficit or a difference in terms of developmental trajectory.
Disability: A Deficit or a Difference
Disabilities come in many forms: mental, learning, and physical (Laureate, 2014). Although the effects on the individual may be similar, there remains a distinction between what is deemed to be a learning deficit or a difference in terms of developmental trajectory. People can overcome a learning deficit through remediation such as in academic intervention services (Economic Services Administration, n.d.). Comparatively, a learning disability is not reversible therefore remaining a life-long issue (Economic Services Administration, n.d.). However, accommodation skills and strategies may be put in place to aid in the lessening of the impact of the disability. Such accommodations for children and adolescents are developed into an IEP or Individualized Education Program and are tailored to the individual’s specific needs and goals (U.S. Department of Education, 2019).
The distinctions made between the two will reflect the developmental trajectory. For instance, a student diagnosed with Autism Spectrum Disorder or ASD does not imply academic difficulties although impairments in social communication, or restrictive, repetitive, or stereotypical behaviors may be predictive in the individual’s academic achievements (Estes, Rivera, Bryan, Cali, & Dawson, 2011). A developmental deficit by diagnosis, ASD for the child or adolescent could be considered a difference based upon the severity of the deficit thus impacting terms of the developmental trajectory; it would be addressed as a heterogeneous disorder with heterogeneous developmental pathways (Fleury et al., 2014). Subsequently, educators are expected to recognize the cognitive abilities of learners with ASD thereby developing an academic plan which simultaneously targets the specific learning needs of the individual (Fleury et al., 2014).
Conclusion
Regardless of the disability of the child or adolescent, the fostering of an anti-bias and inclusive learning community is integral to the individual’s development (Derman-Sparks & Olsen Edwards, 2010). The developmentally appropriate practice requires the educator to cultivate each individual child’s fullest learning potential, inclusive, and promoting of encouragement, nurturing, and respect. The maintaining of an anti-bias learning community will present equitability for all students despite the consideration of the disability being a deficit ...
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
Ewa 4
Vincent Ewa Topic: What do we know about school discipline reform?
February 11, 2017
Article Review # 1
Bibliography entry:
Steinberg, Matthew P., and Johanna, Lacoe. "What do we know about school discipline reform?." Education Next 17, no. 1 (Winter2017 2017): 44-52. Education Research Complete, EBSCOhost.
Purpose: The U.S. Department of Education’s Office for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014.
Authoraffiliations:
· Steinberg – The University Pennsylvanian’s Graduate School of Education
· Lacoe - Researcher at Mathematica Policy Research
Summary:
According to the department of Education office for civil rights, there has been a drop of suspensions and expulsions in public schools between 2012 and 2014. There have been moves to abolish the use of suspensions and expulsion by some policy makers. Furthermore, there have also been complains that suspensions and expulsions where used in a way that was not fair and discriminative of other students. Others do also believe that the abolishment of such punishment would result to a better working environment. There has also been a push by politicians including Barak Obamas government, which advocated for an alternative kind of punishment for students found on the wrong line of the school rules. This involved a joint venture by the Department of Education and the Department of Justice who eventually arrived on measures to improve the school climate and the discipline among students. They also send a strict warning of racism when it comes to disciplining of students at school. It is evident also that the move for discipline reforms has gone to the grassroots, which is the state and school district levels. Example is the District of Colombia.
A critical look on the effects of this alternative ways of suspension should be made. Various statistical reports have brought out variety of evidences. Example is the documentation in disparities in school in school discipline and race. In addition is the statistical report by the National Centre for Education show a downward trend in suspensions, student victimization and reports of bullying. It also shows decline in suspensions and expulsions. There has also been more that 30% if teachers reporting of disruption to studies due to behavior and tardiness. Evidence of exposure to extreme harsh conditions such has students exposed to Hurricanes tend to be out of school for a given time while dealing with the disaster. Finally, exposure to disruptive peers tends to affect students later in their studies.
Statistics also show disproportionate rates of suspension with it mainly affecting students of a specific race and also students with disabilities. Most of these being racial especially among the blacks in preschool, primary, middle and high schools. This has also created gaps between blacks ...
The School Success Program ImprovingMaltreated Childrens A.docxjoshua2345678
The School Success Program: Improving
Maltreated Children's Academic and
School-related Outcomes
Christopher A. Mallett
Many victims of chudhood maltreatment expedence difficulties in school and with aca-
demic performance. This article reviews the evidence on the connection between child-
hood maltreatment and school performance and presents an evaluation of a unique
program established by Children's Services in Lorain County, Ohio. Since 2001, the
School Success Program, in collaboration with 18 Ohio public school distdcts, has pro-
vided individual tutodng and mentodng by certified teachers to 615 maltreated children
and youths, working closely with the whole family in an in-home setting. Most children
and youths in the program have progressed to their appropdate grade level whue improv-
ing overall grade point averages from 1.74 to 2.56 in core academic subjects. Program par-
ticipants have shown one-year improvements that are significant when compared with
those of their nonmaltreated peers: Basic reading and comprehension skills improved 58
percent; math reasoning and comprehension skills improved 50 percent; basic wddng
skills improved 48 percent; and overall academic skills improved 51 percent. These
improvements were seen across both gender and race, with almost equal gains made by
minodty and nonminodty children and youths, but particularly by boys. Implications for
school social work practice are set forth in light of these promising results.
KEY WORDS; children; maltreatment; mentor; school; tutor
A
cademic success is vital for children and
youths to transition without difficulty to
adolescence and young adulthood
(Buehler, Orme, Post, & Pattenon, 2000). This
transition is markedly more difficult for many
children w h o have been vicdms of maltreatment.
Abuse and neglect may affect children's abüities to
learn, decrease cognitive and language capacities
(SmithgaU, Gladden, Howard, Goerge, &
Courtney, 2004), increase dsk for special educa-
tion disabüities, decrease standardized tesdng out-
comes (Egeland, 1997), and decrease overall
academic performance (Leiter, 2007). It is import-
ant to develop interventions and programs tar-
geted specifically to this population that has
expedenced abuse, neglect, or both to provide
these children and youths the opportunity to
achieve school-related success. These interventive
efforts may have long-lasting and important future
impacts (Veltman &L Browne, 2001).
This investigation provides descdptive and lon-
gitudinal findings for a program initiated in 2001
in one Ohio county's children's services agency
that is trying to address and improve the academic
and school-related outcomes for maltreated children
and youths. Finding evidence of what may work
to address this child welfare, school social work,
and public educadon situadon is important not
only because academic difficuldes are a common
problem for maltreatment victims, but also because
few programs have been designed specifically.
Creating a Needs AssessmentIn this assignment, create a needs CruzIbarra161
Creating a Needs Assessment
In this assignment, create a needs assessment outline that describes and documents the health status issue that your project will address and the target population it will serve. The purpose of the needs assessment is to help reviewers understand the community and/or organization (i.e., the population) that will be served by your proposed project.
The needs assessment document should describe the need for the project in the proposed locale and include baseline data on the prevalence and demographic characteristics of the targeted population as well as supporting racial/ethnic data. The document should provide a description of the prevalence of health indicators (e.g., overweight, obesity) in the proposed geographic area. It should describe the current availability of preventive health services that address the health issue in the targeted group. In addition, discuss any relevant barriers in the service area that your project hopes to overcome. You should also describe gaps in the current provision of services as well as gaps in knowledge and the capacity of health care providers and key public/private community agencies to adequately screen, routinely assess, effectively intervene, and/or coordinate their efforts within a comprehensive network of preventive health services.
Here is a suggested structure for your needs assessment outline. It should be between 3 and 5 pages in length.
I. Health Status
a. Introduce the health issue
b. How does the health issue affect the target population?
II. Community Description
a. Describe the setting, which might include national, state, local, or campus
information depending on the program scope
III. Needs Assessment
a. Qualitative assessment
b. Quantitative assessment
IV. Community Link
a. What is currently being offered to the specific population?
b. Will the proposed program be complementary, competing, or new to the area?
1
3
Mental Health in college students
Alexis Heard
Program Design in Kinesiology
Dr. G. Palevo
Columbus State University
February 9, 2022
Mental Health in College Students
Mental health is a serious public health issue that impacts society at large. It includes mental conditions, depression, anxiety, and physical symptoms such as insomnia, fatigue, headaches, and back pain. When compared to other people, college students are routinely found to experience high rates of mental distress. For example, compared with the rest population, Australian medical students exhibited much higher levels of psychological distress. According to studies, mental anguish is more common among college students in Asian and Sub-Saharan African countries. According to Mboya et al. (2020), the largest incidence reported was 71.9 percent among medical students at Jizan Higher education institution in Saudi Arabia, almost identical to the percentage observ ...
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Supporting Students With Emotional Disabilities: What Evrery Counselor Needs to Know by Drs. Hott, Thomas, Abbassi, Hendricks, Aslina
1. NATIONAL FORUM JOURNAL OF COUNSELING AND ADDICTION
VOLUME 3, NUMBER 1, 2014
Supporting Students With Emotional Disabilities: What Every
Counselor Needs to Know
Brittany Hott, PhD
Assistant Professor of Special Education
Department of Psychology, Counseling, and Special Education
College of Education and Human Services
Texas A&M University-Commerce
Commerce, TX
Suzanne Thomas, PhD
Assistant Professor of Special Education
Department of Psychology, Counseling, and Special Education
College of Education and Human Services
Texas A&M University-Commerce
Commerce, TX
Amir Abbassi, PhD
Associate Professor of Counseling
Department of Psychology, Counseling, and Special Education
College of Education and Human Services
Texas A&M University-Commerce
Commerce, TX
LaVelle Hendricks, EdD
Associate Professor of Counseling
Department of Psychology, Counseling, and Special Education
College of Education and Human Services
Texas A&M University-Commerce
Commerce, TX
Dean Aslina, PhD
Assistant Professor of Counseling
Department of Psychology, Counseling, and Special Education
College of Education and Human Services
Texas A&M University-Commerce
Commerce, TX
Abstract
School counselors are challenged to provide services to students who have emotional and
behavior disorders that impact their success in school. Therefore teachers and counselors are in
1
2. NATIONAL FORUM JOURNAL OF COUNSELING AND ADDICTION
2____________________________________________________________________________________________
need of understanding and readily available information on the behavior and mental health needs
of students, particularly in today’s changing and more diverse classrooms. This article provides a
definition of emotional and behavior disorders (EBD) based on the Individuals with Disabilities
Education Improvement Act and explains the impact of this legislation as related to the role of
the school counselor. Guiding principles to support students with EBD along with
recommendations for counselors are presented.
Key Words: Emotional and Behavioral Disabilities, School Counselor, Special Education
Despite the effort of federal policies and laws (e.g., No Child Left Behind [NCLB], 2002;
Individuals with Disabilities Education Improvement Act [IDEIA], 2004), many of our nation’s
students are grossly underperforming. For example, less than 75% of middle school students
meet grade level reading standards and even fewer meet mathematics standards (U.S.
Department of Education [USDOE], 2007). While results of increased focus on rigorous
standards have been attributed to significant achievement gains for many students, including
those with learning and cognitive disabilities, students with emotional and behavioral disabilities
(EBD) continue to fall significantly behind their peers with, and without, disabilities. In 2002,
approximately 40% of students with emotional and behavior disorders (EDB) earned a high
school diploma according to the National Longitudinal Transition Study- II of 2003. By 2003, a
mere 35.6% of students with EBD earned a high school diploma (National Center for Education
Statistics. In 2007, 46% of students with EBD dropped out of high school and 6% aged out of
special education (NCES, 2010). In a more recent study, students with behavior disabilities
nationwide had a 40% high school graduation rate (National Secondary Transition Technical
Assistance Center, n.d.) However, this abysmal graduation is not new. Rates for students with
EBD have remained stagnant for well over a decade (Johnson, Thurlow, & Schuelka, 2012).
Easily, these numbers in concert illustrate catastrophic consequences for students, their families,
and ultimately our communities.
Reports of prevalence of emotional and behavior disabilities among our nation’s youth
consistently verify that between 6% to 10% exhibit serious and persistent emotional and
behavior difficulties; however, less than 1% receives special education services for this purpose
(Hallahan, Kauffman, & Pullen, 2012). Evidence exists that the number of children with mental
health needs, bullying, self-injurious behaviors, and suicide are all increasing among our nation’s
youth (Roberts-Dopbie & Donatelle, 2007). The continually low graduation rates taken with an
increase in punitive disciplinary practices, such as increased suspensions and expulsions (Smith,
Katsiyannis, & Ryan, 2011) confirm the seriousness and complexity of these issues these
students bring to our nation’s schools.
Given these challenges, school counselors can play a critical role in supporting the
success of students with EBD. Yet, not all schools subscribe to the model recommended by
American School Counselor Association (ASCA; Thomas, Hott, Abbassi, Aslinia, & Hendricks,
in press; Whiston & Quinby, 2009) and not all school counselors are utilized most effectively
(Milsom, Goodnough, & Akos, 2007; Sink, 2011). ASCA claims and research supports that
effective use of school counselors can (a) support higher achievement on standardized
achievement tests, (b) improve high school graduation rates, (c) support more high school
3. BRITTANY HOTT, SUZANNE THOMAS, AMIR ABBASSI, LAVELLE HENDRICKS, DEAN ASLINA
____________________________________________________________________________________________3
graduates to enroll in colleges and complete a degree program, and (d) facilitate students’
transition from high school to postsecondary education and vocational options (Bryan & Henry,
2012; Milsom et al., 2007; Whiston & Quinby, 2009).
In this era of disheartening school statistics and perplexing student outcomes, the
evolving demands of school counselors can be challenging. Counselors who work with students
with emotional and behavioral challenges or diagnosed with behavior disabilities can face
heightened challenges, but their impact can even be more significant. To understand their
responsibilities and meet these challenges, it is important that all school personnel understand the
federal definition, prevalence, best practices, and the limitations of current definitions to assist
students, teams, and families.
Identification of Students with Behavioral Problems: The Federal Definition
The Individuals with Disabilities Improvement Act (U.S. Department of Education,
2007) defines an “emotional disturbance” as:
(i)
A condition exhibiting one or more of the following characteristics over a long
period of time and to a marked degree that adversely affects a child's educational
performance:
(A)
Inability to learn not explained by other factors
(B)
Inability to have interpersonal peer relationships
(C)
Inappropriate behavior or feelings under normal circumstances
(D)
Pervasive mood of depression or unhappiness
(E)
Tendency to develop physical symptoms or fears
(ii)
Emotional disturbance includes schizophrenia. The term does not apply to
children who are socially maladjusted, unless it is determined that they have an
emotional disturbance under paragraph (c) (4) (i) of the IDEA legislation.
The Evolving Definition of Emotional Disturbance
Since the passage of initial special education legislation, Public Law 94-142 in 1975,
only two changes to the emotional disturbance classification have occurred. In 1990, autism was
designated as a distinct disability category separate from serious emotional disturbance. In 1997,
the name of this category of disability was changed from serious emotional disturbance to
emotional disturbance (Gargiulo, 2012) although little other substantive changes were made to
the definition.
Although only these two changes to the legislative designation of emotional disturbance
have occurred, the classification and definition of the disability is fraught with controversy.
According to Kauffman (2010), current research does not support the five areas of eligibility or
the identification or the exclusion of students with conduct disorders or social maladjustment
from the emotional disturbance category. Additionally, Forness and Kavale (2000, p. 200) attack
many of the federal definition terms including “long period of time,” to a “marked degree,”
“pervasive,” and “inability to learn” as unclear and open to subjective interpretation. Kerr and
Nelson (2010) concurred, indicating an inability to learn implies that youth with emotional
4. NATIONAL FORUM JOURNAL OF COUNSELING AND ADDICTION
4____________________________________________________________________________________________
disabilities are unable to learn. At the state level, definitions vary with some states denying
services to students exhibiting problematic behavior attributed to maladjustment. Additionally,
acceptable behaviors and expectations vary across cultures with little agreement across cultural
norms (Kauffman & Landrum, 2009). Universally, more severe behaviors such as mutism, eating
feces, and severe aggression are considered atypical. Less prominent behaviors such as cursing,
work refusal, unusual crying, and sexual deviance can be more challenging to define across
cultures (Kauffman & Landrum, 2006).
Despite difficulties in defining criteria, there are four common characteristics of most
definitions of EBD that include frequency, duration, and intensity of internalizing and/or
externalizing behaviors across multiple settings (Wiley & Siperstein, 2011). Rutherford, Quinn,
and Mathur (2007, p. 262) offer the following as “examples of internalizing behaviors: (a)
anxiety disorders, (b) depression, (c) phobias, and (d) eating disorders.” Cullinan and Sabornie
(2004, p. 158) indicate that “students with internalizing behaviors may appear (a) withdrawn, (b)
excessively active, (c) lethargic, or (d) exhibit numerous psychosomatic complaints. Examples of
externalizing behaviors include (a) fighting, (b) destruction of property, (c) sexual misconduct,
and (d) self-injurious behaviors.” Scott, Nelson, and Liaupsin (2001, p. 310) identify “examples
of externalizing behaviors that occur frequently in classrooms. They include (a) making noises,
(b) arguing with staff, (c) throwing objects, and (d) threatening peers.” In order to gage the
frequency, intensity, and duration of behaviors necessary for identification, assessments
including observations, record reviews, functional behavioral assessment, and behavioral rating
scales should be completed (Brigham & Hott, 2011).
Professional organizations such as the Council for Children with Behavioral Disorders
(CCBD, 1990, p. 180) have advocated for the use of the inclusive term “emotional or behavioral
disorders” (EBD) implying that the “category include students with conduct, maladjustment, and
behavioral concerns.” Regardless of the prescribed name of the service category, the term EBD
is accepted and utilized widely by researchers and professional organizations.
Prevalence of Emotional and Behavioral Disorders
Given the lack of consensus regarding eligibility criteria, identification, and varying
definitions of behavioral norms, it is not surprising that it is challenging, if not impossible, to
ascertain the exact prevalence of emotional or behavioral or disorders in our schools. According
to the U.S. Department of Education, emotional disturbance is the fifth largest disability category
for school aged children with nationwide prevalence rates of approximately 1% of all students in
school (Hallahan et al., 2012). However, “some researchers believe this to be a gross
underestimate of students in need of services as it has been estimated consistently that at least
6% to 10% of school aged children demonstrate serious and persistent emotional or behavioral
problems” (Kauffman, Mock, & Simpson, 2007, p. 43). Other conservative estimates indicate
youth and adolescents with mental health challenges are at least five times higher than the
number currently identified with emotional disturbance (Kauffman & Landrum, 2006). Further
complicating the issue of identification is comorbidity of learning and attentional difficulties that
either mask, or potentially lead to, emotional disabilities, over time (Costello, Foley, & Angold,
2006; Kauffman et al., 2007).
5. BRITTANY HOTT, SUZANNE THOMAS, AMIR ABBASSI, LAVELLE HENDRICKS, DEAN ASLINA
____________________________________________________________________________________________5
Recently, Wiley and Siperstein (2011), found correlations between political climate and
the number of students with EBD, as conservative states had far fewer students eligible for EBD
services. Therefore, with the ambiguity in interpreting the definition of EBD coupled with the
increasing reports of self-injurious behaviors, bullying and school violence, and the relationship
between emotional development and academic achievement and staying in school, it is easy to
see why the social, emotional, and behavioral development of our nation’s students is of
heightened importance to school counselors.
Guiding Principles to Support Students with EBD
IDEIA includes six principles that guide school districts in implementing mandates
included in the law. Each principle underlines the collaborative approach necessary to ensure
optimal outcomes are achieved for each student (Frye, 2005; Webb, Webb, & Fults-McMurtery,
2001; Yell, 2012). The guiding principles of IDEIA include: (a) zero reject principle (no child,
regardless of severity of disability can be rejected from special education eligibility), (b) the right
to non-discriminatory identification and evaluation, (c) the right to a free and appropriate public
education, (d) education in the least restrictive environment, (e) shared decision making and (f)
due process safeguards (Gargiulo, 2012; Hallahan et al., 2012).
The process of special education includes actions and considerations from the time a
teacher (usually a general education teacher), school personnel, or the family suspects a child is
experiencing learning, sensory, medical, or behavioral challenges sufficient to compromise the
student’s success in school. Generally, steps of the special education process include: (a)
assessment, (b) interpretation of the assessment results, (c) a team meeting to determine if the
child is eligible for special education services as he or she is in need of specialized instruction
and, if so, (d) planning for the child’s educational future (Yell, 2012). If a child is determined
eligible for special education, the team will design an educational program to accentuate the
child’s strength while meeting his or her needs and decide “what else” is needed (e.g.,
accommodations, modifications, related services) to reach the goals set for the child. Placement
will then be decided outlining the classroom arrangement best suited to meet the child’s specific
needs (Yell, 2012).
Throughout the special education process, counselors can be integral in the
implementation of the guiding principles mandated by IDEA. Numerous junctures exist for
counselor involvement in the identification, assessment, and placement process, to ensure all
children, especially students with EBD, receive appropriate services that meet their individual
needs. Counselors should be proactive in their support for students, families, and teachers. In
addition to being knowledgeable of EBD, counselors need an understanding of the history and
culture of the child and family and an awareness of evidence-based practices and interventions
recommended for students with EBD. In the increasingly diverse classrooms, counselors need
cultural competence and the ability and willingness to ensure the cultural understanding of all
school personnel. The expert knowledge the counselor possesses of the child and family, as well
as their knowledge of both the curriculum and the community, makes them a valuable resource
in the development of strength’s based Individual Educational Plans—the document that records
the school’s provision of “free and appropriate public education.”
6. NATIONAL FORUM JOURNAL OF COUNSELING AND ADDICTION
6____________________________________________________________________________________________
Counselors should also play an integral role in the design of effective preventative
programs to meet student needs. Furthermore, counselors need be instrumental in the
development and monitoring of accountability programs for determining the on-going
effectiveness of educational plans, student placement, and behavioral programming.
Conclusion
Students with EBD often require significant academic, emotional, and behavioral
supports to be successful (Brigham & Hott, 2011). The counselor can play a positive role in the
student’s development. In order to be proactive the counselor should be knowledgeable of the
special education process and the plethora of ways that they may support students, families, and
teachers. Critical areas of support include: (a) participating in IEP development, (b) supporting
high quality academic programming, (c) facilitating community access, (d) support school
personnel, (e) foster emotional and behavioral development, and (f) explain graduation options.
Additional guidance and research is critical to assist this vulnerable population.
References
Brigham, F. J., & Hott, B. L. (2011). A brief history of education for children and youths with
emotional and behavioral disorders. In F. E. Obiakor, J P. Bakken, & A. F. Rotatori
(Eds.). Advances in special education: Historical context of special education (Vol. 20,
pp. 151-180). Bingley, United Kingdom: Emerald Group Publishing Limited.
Bryan, J., & Henry, L. (2012). A model for building school-family-community partnerships:
Principles and process. Journal of Counseling and Development, 90(4), 408-420. doi:
10.1022/j.1566.6676.2012.00052.x
Costello, E. J., Foley, D., & Angold, A. (2006). 10-year research update review: The
epidemiology of child and adolescent psychiatric disorder: Developmental epidemiology.
Journal of the American Academy of Child and Adolescent Psychiatry, 45(1), 8-25. doi:
10.1097/01.chi.0000184929.41423.c0
Council for Children with Behavioral Disorders. (1990). Position paper on the provision of
service to children with conduct disorders. Behavioral Disorders, 15(3), 180-189.
Cullinan, D., & Sabornie, E. J. (2004). Characteristics of emotional disturbance in middle and
high school students. Journal of Emotional and Behavioral Disorders, 12(3), 157-167.
doi: 10.1177/10634266040120030301
Forness, S., & Kavale, K. (2000). Emotional or behavioral disorders: Background and current
status of E/BD terminology and definition. Behavioral Disorders, 28(4), 198-201.
Frye, H. N. (2005). How elementary school counselors can meet the needs of students with
disabilities. Professional School Counseling, 8(5), 442-450.
Gargiulo, R. M. (2012). Special education in contemporary society: An introduction to
exceptionality. Thousand Oaks, CA: Sage.
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2012). Exceptional learners: An introduction
to special education (12th ed.). Upper Saddle River, NJ: Pearson Education.
7. BRITTANY HOTT, SUZANNE THOMAS, AMIR ABBASSI, LAVELLE HENDRICKS, DEAN ASLINA
____________________________________________________________________________________________7
Individuals with Disabilities Education Improvement Act of 2004.(2004). 20 U.S.C. § 1400 et
seq.
Johnson, D. R., Thurlow, M. L., & Schuelka, M. J. (2012). Diploma options, graduation
requirements, and exit exams for youth with disabilities: 2011 national study (Technical
Report 62). Minneapolis, MN: University of Minnesota, National Center on Educational
Outcomes.
Kauffman, J. M. (2010). Commentary: Current status of the field and future directions.
Behavioral Disorders, 35(2), 180-184.
Kauffman, J. M., & Landrum, T. (2006). Children and youth with emotional and behavioral
disorders: A history of their education. Austin, TX: Pro-Ed.
Kauffman, J. M., & Landrum, T. (2009). Characteristics of emotional and behavioral disorders
of children and youth (9th ed.). Upper Saddle River, NJ: Pearson Education.
Kauffman, J. M., Mock, D. R., & Simpson, R. L. (2007). Problems related to underservice of
students with emotional or behavioral disorders. Behavioral Disorders, 33(1), 43-57.
Kerr, M., & Nelson, C. (2010). Strategies for managing behavior problems in the classroom (6th
ed.). Upper Saddle River, NJ: Pearson Education.
Milsom, A., Goodnough, G., & Akos, P. (2007). School counselor contributions to the
Individualized Education Program (IEP) Process. Preventing School Failure, 52(1), 1924.
National Center for Education Statistics. (2010). Digest of education statistics, 2009. U.S.
Department of Education. Retrieved from http://nces.ed.gov/programs/digest
National Secondary Transition Technical Assistance Center. (n.d.). Evidence-based practices in
secondary transition. Retrieved from http://www.nsttac.org/content/evidence-basedpractices-secondary-transition
No Child Let Behind Act of 2001, 20 U.S.C. 70 § 6301 et seq. (2002).
Roberts-Dobie, S., & Donatelle, R. J. (2007). School counselors and student self-injury. Journal
of School Health, 77(5), 257-264.
Rutherford, R. N., Quinn, M. M., & Mathur, S. R. (2007). Handbook of research in emotional
and behavioral disorders. New York, NY: Guilford.
Scott, T. M., Nelson, C. M., & Liaupsin, C. J. (2001). Effective instruction: The forgotten
component in preventing school violence. Education and Treatment of Children, 24(3), 309322.
Smith, C. R., Katsiyannis, A., & Ryan, J.B. (2011). Challenges of serving students with
emotional and behavioral disorders: Legal and policy considerations. Behavioral
Disorders, 36(3), 185-194.
Thomas, S.B, Hott, B.L., Abbassi, A., & Aslinia, D. (in press). Putting special into education:
Meeting the needs of all of students. National Forum Journal of Counseling and
Addiction.
U.S. Department of Education. (2007). Twenty-Ninth annual report to congress on the
implementation of the Individuals with Disabilities Education Act. Washington, DC:
Author.
Webb, D., Webb, T. T., & Fults-McMurtery, R. (2011). Physical educators and school
counselors collaborating to foster successful inclusion of students with disabilities. The
Physical Educator, 68(3) 124-129.
8. NATIONAL FORUM JOURNAL OF COUNSELING AND ADDICTION
8____________________________________________________________________________________________
Whiston, S. C., & Quinby, R. F. (2009). Review of school counseling outcome research.
Psychology in the Schools, 46(3), 267-272.
Wiley, A., & Siperstein, G. (2011). Seeing red, feeling blue: The impact of state political leaning
on state identification rates for emotional disturbance. Behavioral Disorders, 36(3), 195207.
Yell, M. L. (2012). The law and special education (2nd ed.). Upper Saddle River, NJ: Pearson.