Download or read book Examining Teachers Perceptions on Working with Immigrant and Refugee Students Exhibiting Signs of Mental Health Issues written by and published by . This book was released on 2014 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The research questions addressed in this study were: What are teachers' knowledge and awareness of mental health issues and how to recognize students struggling with mental health problems, what are their perceptions of their role in fostering sound student mental health and do teachers believe they have had the necessary training needed to assist students with mental health issues? Both quantitative and qualitative data was collected through an online survey of fifty participants; some of the questions in the survey relate to questions from the studies done by Reinke, W.M., Stormont, M., Herman, K.C., Puri, R., & Goel, N.. (2011) and Roeser and Midgley (1997). While the participants of Reinke et al.'s and Roeser and Midgley's studies were mainstream classroom teachers, the participants of this study were all teachers who worked primarily with immigrant and refugee learners. The findings of this study suggest that most teachers believe that they have a significant role in helping their students receive assistance when they are showing signs of mental health problems. The data suggest teachers would benefit from additional training at both the licensure/preservice stage and post-licensure stage of their professional development. This study found that teachers want specific knowledge and skills that would enable them to effectively address their students' mental health problems and to foster maximal learning." --
Download or read book A Survey Study Examining Teachers Perceptions in Teaching Refugee and Immigrant Students written by Dajana Kurbegovic and published by . This book was released on 2016 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is limited research around best practices in working with refugee and immigrant students. Since teachers spend the majority of the school day with students, their insights about how best to serve these populations of children and adolescents is critical. This dissertation study conducted an online survey study with 139 elementary school general education teachers in a large urban school district to examine teacher beliefs and attitudes about the following factors in meeting the needs of refugee and immigrant children: teachers’ perceived self-efficacy, attitudes toward implementing new and innovative practices, cultural competency, prior preparation and overall competency, and perceptions about the needs of refugee and immigrant students. Results indicate that overall, teachers feel confident, culturally competent, and are open to implementing practices to serve refugee and immigrant students; the majority of teachers reported that they didn’t think that refugee and immigrant students have unique needs, which conflicts with current research; only minority status was found to be a unique predictor of beliefs around student needs. Implications and future research are discussed.
Download or read book Teachers Perceptions of and Responses to Students with Mental Illness in Their Classroom written by Eminely Soberanis and published by . This book was released on 2014 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study examined teachers' attitudes regarding students with mental illness, their perceived knowledge and skills in working with students with mental health problems, their patterns of referral and reasons they referred students to mental health services. A sample of 43 elementary school teachers in Southern California completed surveys. Over half of the teachers reported they believe they have knowledge and skills to teach children with mental health problems; however, they also reported they could use more training on best practices and interventions to work with these students. Alarmingly, 40% of the teachers reported having less than the average knowledge and skills regarding mental health and one fifth of the teachers reported they had never referred a student for mental health services. Teachers also indicated how they believed school social workers could be of assistance to them in the school setting. Implications for social work practice and future research are discussed.
Download or read book Teachers Perceptions of Mental Illness written by Bree Suzanne Fiissel and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developing an understanding of teachers' perceptions toward those with mental health challenges will be helpful in working to promote more positive attitudes about mental health and in reducing the development of stigmatizing attitudes in children. The present study primarily explored teachers' stigmatizing attitudes toward those with mental illness and examined the predictive potential of three main factors (i.e., level of previous contact with someone with mental illness, previous education about mental illness, and teachers' beliefs about the causes of mental illness). Using a cross-sectional, web-based survey design, 237 Saskatchewan teachers participated in the study. As expected, significant associations were found in two of the main factors: teachers' beliefs about the causes of mental illness (endogenous and interactional) and the amount of previous contact teachers had with those who were perceived to have mental illness. Higher levels of previous contact and more extreme biological causal beliefs were associated with more stigmatizing attitudes whereas higher levels of social and interactional causal beliefs were associated with less stigmatizing attitudes. In contrast to what was expected, the third main factor investigating the relationship of previous training about mental illness was not significantly associated with stigmatizing beliefs about mental illness in teachers. The amount of previous contact with those who have mental illness and both endogenous and interactional causal beliefs about mental illness were found to be significant predictors of stigmatizing attitudes. Results provide important considerations for teachers' professional development and school-based mental health efforts.
Download or read book Examining Role Breadth Efficacy and Attitudes Toward Trauma informed Care in Elementary School Educators written by Mikayla Janae Drymond and published by . This book was released on 2021 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children growing up below the poverty line are at heightened risk for developing complex symptoms of trauma caused by repeated exposures to a variety of traumatic events. The detrimental effects of repeated traumatic exposures on developing children living in low-income environments are now considered a public health concern (APA Presidential Task Force on Posttraumatic Stress Disorder and Trauma in Children and Adolescents, 2008; Crosby, Howell, & Thomas, 2018). Increased awareness of the negative effects of trauma early in life and the need for combative care has accelerated the movement for educators to become trauma-informed, which can be demonstrated through altered teaching practices, improved school climate and relationships, and ongoing trauma-related professional development (Crosby, 2015; Thomas, Crosby, & Vanderhaar, 2019). This study investigated the preparedness of teachers working in Title 1 schools to address the mental health needs of students in the classroom, including teachers beliefs regarding their perceived role breadth as an educator, their self-efficacy in addressing student mental health needs within the school setting, and their attitudes towards trauma-informed care principles and ideals through a secondary analysis of pre-existing quantitative data that were gathered in collaboration with the Harmony Project. The Harmony Project is a trauma-informed care training that was designed to promote the understanding of trauma-informed care amongst school staff using a train-the-trainers model with the intentions of positively impacting school culture, and the academic, behavioral, and emotional outcomes of students. The data were gathered from educational staff (N = 299; n = 199 teachers, n = 49 school mental health staff, n = 51 other) employed by eight different Title 1 public schools within one district in Western-Central Florida. Findings indicate that teachers within this sample believe that their role as a teacher includes responsibility for not only student learning, but also some responsibility for attending to the mental health and overall, well-being of their students. Additionally, results indicate that educators within this sample have some confidence in addressing the mental health needs of their students within Title 1 schools, but the majority of educators within this sample exhibited room for improvement in perceived preparedness. While all educators reported highest levels of efficacy in relation to activities that involved student-teacher relationships and collaboration with other teachers, low levels of efficacy were reported for actions related to discussing student mental health concerns with parents, collaborating with parents to support student mental and emotional health, recognizing signs of mental health issues in students, and connecting students with supports and resources they may need. Findings also indicated that educators had generally positive attitudes related to trauma-informed care and comparisons of attitudes between teachers and those with other roles at the schools indicated no significant differences in attitudes related to trauma-informed care based on professional role. Furthermore, results of a multiple linear regression analysis indicated that about 23% of the variance in educators' attitudes toward trauma-informed care were explained by largely role breadth and self-efficacy. Implications for school-level trauma initiatives and school psychologists are discussed.
Download or read book Refugee Education written by Enakshi Sengupta and published by Emerald Group Publishing. This book was released on 2018-09-10 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume examines how universities and colleges are working towards implementing various interventions to integrate refugees along with non-governmental organizations and local governments to achieve an optimal level of integration with host communities.
Download or read book American Dreams Global Visions written by Donald F. Hones and published by Routledge. This book was released on 2014-04-04 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents the struggle for dialogue and understanding between teachers and refugee and immigrant families, in their own words. Forging a stronger connection between teachers, newcomers, and their families is one of the greatest challenges facing schools in the United States. Teachers need to become familiar with the political, economic, and sociocultural contexts of these newcomers' lives, and the role of the U.S. in influencing these contexts in positive and negative ways. The important contribution of American Dreams, Global Visions is to bring together global issues of international politics and economics and their effects on migration and refugee situations, national issues of language and social policy, and local issues of education and finding ways to live together in an increasingly diverse society. Narratives of four immigrant families in the United States (Hmong, Mexican, Assyrian/Kurdish, Kosovar) and the teacher-researchers who are coming to know them form the heart of this work. The narratives are interwoven with data from the research and critical analysis of how the narratives reflect and embody local, national, and global contexts of power. The themes that are developed set the stage for critical dialogues about culture, language, history, and power. Central to the book is a rationale and methodology for teachers to conduct dialogic research with refugees and immigrants--research encompassing methods as once ethnographic, participatory, and narrative--which seeks to engage researchers and participants in dialogues that shed light on economic, political, social, and cultural relationships; to represent these relationships in texts; and to extend these dialogues to promote broader understanding and social justice in schools and communities. American Dreams, Global Visions will interest teachers, social workers, and others who work with immigrants and refugees; researchers, professionals, and students across the fields of education, language and culture, ethnic studies, American studies, and anthropology; and members of the general public interested in learning more about America's most recent newcomers. It is particularly appropriate for courses in foundations of education, multicultural education, comparative education, language and culture, and qualitative research.
Download or read book Creating a Sense of Belonging for Immigrant and Refugee Students written by Mandy Manning and published by Routledge. This book was released on 2022-03-15 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discover how to create a sense of belonging and connection for your immigrant and refugee students. This timely book, written by four award-winning teachers, offers compelling stories and practical applications to help you reach your students in the classroom and beyond. Topics covered include advocacy, using literacy to create a welcoming environment, connecting with families, building staff capacity and best practices for virtual learning. You’ll also find easy-to-implement lesson plans, as well as reflection questions throughout to help you on your journey. Appropriate for K-12 teachers, English Learner specialists and school leaders, this inspiring and useful book will help you make the necessary changes to create more positive outcomes for your immigrant students.
Download or read book Educational Development and Infrastructure for Immigrants and Refugees written by Erçetin, ?efika ?ule and published by IGI Global. This book was released on 2017-08-11 with total page 393 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is a pivotal influence on all members of society. However, in the case of immigrants and refugees integrating into a new country, allowing proper learning opportunities can offer specific challenges that must be overcome. Educational Development and Infrastructure for Immigrants and Refugees is an innovative source of scholarly research on the role of education for refugees and immigrants, and it examines methods to develop effective learning processes for these students. Highlighting a range of perspectives on topics such as lifelong learning, legal considerations, and multiculturalism, this book is ideally designed for teachers, policy makers, researchers, academics, and professionals actively involved in the education sector.
Download or read book Teachers as Allies written by Shelley Wong and published by Teachers College Press. This book was released on 2018 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers as Allies provides educators with the information and tools they need to involve immigrant students and their American-born siblings and peers in inclusive and transformative classroom experiences. The authors offer teaching strategies that address the needs of DREAMers and undocumented youth and include a broad range of curriculum connections and resources. Contributors include Theresa Austin, Aurora Chang, Sylvia Y. Sánchez, Gertrude Tinker Sachs, Eva K. Thorp, Emma Violand-Sánchez, and DREAMers Hareth Andrade-Ayala, Gaby Pacheco, and Rodrigo Velasquez-Soto Royalties from the sale of this book will go to United We Dream. “Teachers are uniquely placed to support undocumented students facing adverse circumstances and to challenge the narrative of immigrant criminality in the public sphere. This book should help enable them to do both.” —From the Foreword by Aviva Chomsky, Salem State University “This powerful book provides information, strategies, stories, hope, and sustenance for teachers and other educators working to support some of the most marginalized students in our schools.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “In light of the current political climate, it is crucial that this information be available for educators and the community.” —Stewart Kwoh, president and executive director, Asian Americans Advancing Justice, Los Angeles
Download or read book Immigrant and Refugee Children and Their Families written by Fern J. Cramer Azima and published by Psychosocial Press. This book was released on 2002 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: Addresses the problems of offering mental health services to the families and children of immigrants.
Download or read book Mental health in the classroom written by Ellen Gorman and published by . This book was released on 1972 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Refugee and Immigrant Family Voices written by Elizabeth Quintero and published by BRILL. This book was released on 2009-01-01 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Wisdom and activism come to us sometimes in the smallest and most unexpected ways through soft, previously silenced, yet passionate voices. Critical theory, critical literacy, and related approaches to learning about the world and many forms of knowledge can be a potentially effective way to address complexities of our changing world society.
Download or read book Migrants and Refugees written by Elinor L. Brown and published by IAP. This book was released on 2013-09-01 with total page 379 pages. Available in PDF, EPUB and Kindle. Book excerpt: International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that primarily focus on empowering students (children, adolescents, and young adults) from diverse current circumstances and historic beliefs and traditions to become non-exploited/non-exploitive contributing members of the global community. The series draws on the research and innovative practices of investigators, academics, and community organizers around the globe that have contributed to the evidence base for developing sound educational policies, practices, and programs that optimize all students' potential. Each volume includes multidisciplinary theory, research, and practices that provide an enriched understanding of the drivers of human potential via education to assist others in exploring, adapting, and replicating innovative strategies that enable ALL students to realize their full potential. This volume provides the reader with promising policies and practices that promote social justice and educational opportunity for the many displaced populations (migrants, asylum-seekers, refugees, and immigrants) around the globe. The volume is divided into four sections that offer: (1) insights into the educational integration of displaced children in industrialized nations, (2) methods of creating pedagogies of harmony within school environments, (3) ways to nurture school success by acknowledging and respecting the cultural traditions of newcomers, and finally (4) strategies to forge pathways to educational equity. Overall, this volume contributes to the body of knowledge on equitable educational opportunities for displaced youth and will be a valuable resource for all who seek to enable the displaced a place at the political, economic, and social table of civil society.
Download or read book Mental and Behavioral Health of Immigrants in the United States written by Gordon C. Nagayama Hall and published by Academic Press. This book was released on 2020-06-25 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mental and Behavioral Health of Immigrants in the United States reviews research on immigrant mental health, acculturation, and multicultural psychology. The book is divided into three sections: Section A addresses the geographic and social context of immigration, including how parents and children navigate the acculturation process, how different cultural orientations affect behavior, and research methods on acculturation. Sections B and C focus on mental health issues common to Latinx, Asian, and Arab/Middle Eastern immigrants, and then more broadly across immigrant groups. Included here are a focus on depression, anxiety, and somatization, as well as alcohol abuse, insomnia, and issues for LGBTQ+ individuals. Pre- and post-migration stressors are discussed, as well as the effects of prejudice and bias, the mental health effects of religion and spirituality, and managing the demands of both work and family. Contributors from psychology, education, and social work provide different perspectives and identify opportunities for future research. Summarizes research on mental health issues common to immigrants Identifies prevalence of mental disorders among ethnic minorities in the United States Examines the impact of group-based discrimination on mental health Explores the impact of acculturation on mental health Reviews mental health issues specific to Latinx, Asian, and Middle Eastern immigrants Covers alcohol abuse, sleep, and other disorders across immigrant groups
Download or read book Models for Practice With Immigrants and Refugees written by Aimee Hilado and published by SAGE Publications. This book was released on 2017-04-06 with total page 473 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed to establish a foundational framework for working with trauma-exposed immigrants and refugees, Models for Practice With Immigrants and Refugees: Collaboration, Cultural Awareness and Integrative Theory by Aimee Hilado and Marta Lundy introduces innovative approaches to address client mental health problems while supporting adjustment to life in a new country. This practice-oriented book emphasizes the relevance of Western approaches while reorienting Western concepts to be more culturally sensitive from a domestic and international perspective. Grounded in critical thinking and strengthened by an ecological systems perspective, the book presents six different models for applying and integrating Western theory and related practice strategies for working with individuals, families, groups, communities, organizations, volunteers, and local workforces.
Download or read book Refugee and Immigrant Students written by Florence E. McCarthy and published by IAP. This book was released on 2012-09-01 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this book is on educational equity issues affecting immigrants and refugees around the world. Chapters highlight educational approaches that build from experiential knowledge, draw upon multiple languages, consider group identity, grapple with the complexities of inclusion, address family concerns, promote parental involvement, involve liaison with community agencies, and view cultural differences as educational strengths. While the book does not shy away from exploring the more challenging aspects of the refugee and immigrant experience, it avoids dwelling on victimology and rejects applying a deficit framework. Rather it offers hope, emphasizing the potential strengths of refugees, including their cultural capital and survival skills. The authors also make cogent suggestions for structural, pedagogical, and conceptual reform, with targets ranging from individual teachers to educational systems to social, economic, political, and cultural contexts.
