Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches From Eight Urban Districts

Profiles eight Wallace-supported approaches to preparing future principals to succeed in improving troubled city schools, including establishing clear expectations so that university preparation programs can craft training accordingly

Using thematic analysis to obtain the newly arrived pupil voice: An exploration into the experiences of school for Czech and Slovak secondary-aged pupils

Inclusion is a focus of many UK policy and legislation (DfES 2004b, 2006) giving particular reference to pupils with protected characteristics, such as race (Equality Act, 2010). Newly arrived pupils are shown to exhibit poorer educational and social outcomes (Organisation for Economic Co-operation and Development, 2017; Goulter and Green, 2015), transferring through to their later life (Goodenow, 1993; Haslam et al., 2009). Newly arrived pupils also possess fewer protective factors that support their integration into education in a new country, such as sharing the same language as peers (Hastings, 2012) or possessing a shared cultural identity (Chen, 2009; Wallace, 2011). The current study aimed to develop a deeper understanding of the experiences of school for newly arrived Czech and Slovak young people in United Kingdom (UK) mainstream education. Semi-structured interviews were carried out with four participants within Key Stage 3 provision who had recently moved to the UK from either the Czech Republic or Slovakia. Data were analysed using Thematic Analysis (TA). The researcher identified eight candidate themes which supported the educational experiences of participants. These included a combination of factors ranging from appropriate academic support, developing a peer group and effective home-school communication. In addition, participants reported feeling less able to engage with adults in schools and other Black and Minority Ethnic (BME) peers. Whilst all participants identified establishing positive peer relationships as important to their school experiences, a key finding from this research was the extent to which they felt disconnected from peers and the frequency and severity of bullying they experienced. These experiences appeared to have led to a sense of disaffection with school and concern about absconding and safety. This research highlights the implications for practitioners operating within schools and local authorities, in particular, for Educational Psychologists (EPs). Consideration is given towards the steps the LA, schools and EPSs could take in helping to meet the needs and support school experiences of newly arrived Czech and Slovak young people

Psychologists in Academic Health Settings: Key Contributors to Dynamic Interplay Among Research, Clinical Practice, and Policy Domains

Psychologists in academic health systems are in a unique position to impact the dynamic interplay among research, clinical practice, and policy domains. In addition to their specialty expertise in psychopathology, particular types of physical illness and disease, and health promotion, psychologists have substantial knowledge of human behavior, refined scientific skills, knowledge and experience in the effective delivery of clinical services, strengths in written expression, and a collaborative orientation. This combination of strengths makes psychologists extremely well-suited for (a) interdisciplinary efforts to develop and implement evidence-based assessment and intervention strategies with biological, psychological, behavioral, and social components, and (b) leadership and advocacy efforts that impact the quality and availability of health care services.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44855/1/10880_2004_Article_486059.pd

Using thematic analysis to obtain the newly arrived pupil voice: An exploration into the experiences of school for Czech and Slovak secondary-aged pupils

Inclusion is a focus of many UK policy and legislation (DfES 2004b, 2006) giving particular reference to pupils with protected characteristics, such as race (Equality Act, 2010). Newly arrived pupils are shown to exhibit poorer educational and social outcomes (Organisation for Economic Co-operation and Development, 2017; Goulter and Green, 2015), transferring through to their later life (Goodenow, 1993; Haslam et al., 2009). Newly arrived pupils also possess fewer protective factors that support their integration into education in a new country, such as sharing the same language as peers (Hastings, 2012) or possessing a shared cultural identity (Chen, 2009; Wallace, 2011). The current study aimed to develop a deeper understanding of the experiences of school for newly arrived Czech and Slovak young people in United Kingdom (UK) mainstream education. Semi-structured interviews were carried out with four participants within Key Stage 3 provision who had recently moved to the UK from either the Czech Republic or Slovakia. Data were analysed using Thematic Analysis (TA). The researcher identified eight candidate themes which supported the educational experiences of participants. These included a combination of factors ranging from appropriate academic support, developing a peer group and effective home-school communication. In addition, participants reported feeling less able to engage with adults in schools and other Black and Minority Ethnic (BME) peers. Whilst all participants identified establishing positive peer relationships as important to their school experiences, a key finding from this research was the extent to which they felt disconnected from peers and the frequency and severity of bullying they experienced. These experiences appeared to have led to a sense of disaffection with school and concern about absconding and safety. This research highlights the implications for practitioners operating within schools and local authorities, in particular, for Educational Psychologists (EPs). Consideration is given towards the steps the LA, schools and EPSs could take in helping to meet the needs and support school experiences of newly arrived Czech and Slovak young people

Rumination, Brooding, and Reflection: Prospective Associations with Suicide Ideation and Suicide Attempts

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/151274/1/sltb12507_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/151274/2/sltb12507.pd

Research on Open Educational Resources for Development in the Global South: Project landscape

The Research on Open Educational Resources for Development (ROER4D) project was proposed to investigate in what ways and under what circumstances the adoption of Open Educational Resources (OER) could address the increasing demand for accessible, relevant, high-quality and affordable education in the Global South. The project was originally intended to focus on post-secondary education, but the scope was expanded to include basic education teachers and government funding when it launched in 2013. In 2014, the research agenda was further expanded to include the potential impact of OER adoption and associated Open Educational Practices (OEP). ROER4D was funded by Canada’s International Development Research Centre (IDRC), the UK’s Department for International Development (DFID) and the Open Society Foundations (OFS), and built upon prior research undertaken by a previous IDRC-funded initiative, the PAN Asia Networking Distance and Open Resources Access (PANdora) project. This chapter presents the overall context in which the ROER4D project was located and investigated, drawing attention to the key challenges confronting education in the Global South and citing related studies on how OER can help to address these issues. It provides an abbreviated history of the project and a snapshot of the geographic location of the studies it comprises, the constituent research agendas, the methodologies adopted and the research-participant profile. It also provides an overview of the other 15 chapters in this volume and explains the peer review process

Researching OER in the open : developments in the ROER4D project

The Research on Open Educational Resources for Development (ROER4D) operational definition of Open Research is: the process of conducting and sharing research on publicly accessible platforms in order for others to freely access, use, modify, and share them, subject to measures that preserve ethical practice and legal provenance. Legal openness refers to the use of appropriate alternative licensing mechanisms such as Creative Commons, as well as the knowledge and resources required to apply and/or negotiate open licensing, copyright clearance, and related intellectual property considerations. This presentation clarifies some ROER4D concepts and recommendations

Identifying Adolescents at Highly Elevated Risk for Suicidal Behavior in the Emergency Department

Objective: The feasibility and concurrent validity of adolescent suicide risk screening in medical emergency departments (EDs) has been documented. The objectives of this short-term prospective study of adolescents who screened positive for suicide risk in the ED were: 1) to examine adolescents' rate of suicidal behavior during the 2 months following their ED visits and compare it with reported rates for psychiatric samples; and 2) to identify possible predictors of acute risk for suicidal behavior in this at-risk sample. Method: Participants were 81 adolescents, ages 14?19 years, seeking services for psychiatric and nonpsychiatric chief complaints, who screened positive for suicide risk because of recent suicidal ideation, a suicide attempt, and/or depression plus alcohol or substance misuse. A comprehensive assessment of suicidal behavior, using the Columbia-Suicide Severity Rating Scale, was conducted at baseline and 2 month follow-up. Results: Six adolescents (7.4%) reported a suicide attempt and 15 (18.5%) engaged in some type of suicidal behavior (actual, aborted, or interrupted suicide attempt; preparatory behavior) during the 2 months following their ED visit. These rates suggest that this screen identified a high-risk sample. Furthermore, adolescents who screened positive for suicidal ideation and/or attempt plus depression and alcohol/substance misuse were most likely to engage in future suicidal behavior (38.9%). Conclusions: In this study, use of a higher screen threshold (multiple suicide risk factors) showed promise for identifying highly elevated acute risk for suicidal behavior.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/140322/1/cap.2014.0049.pd

Using Motivational Interviewing in Public Health Practice to Prevent Fetal Alcohol Syndrome

Background: Surveys of women in prenatal care at busy clinics in Detroit, Michigan have reported 12.5% continue to drink during pregnancy (Flynn et al, 2003) and women in substance abuse treatment programs in Wayne County, MI have an incidence rate for Fetal Alcohol Syndrome (FAS) of 4 in 1,000 births, double the national prevalence rate of FAS. The goal of the current study was to intervene with women at high risk for an alcohol-exposed pregnancy using techniques of Brief Motivational Interviewing (BMI) in a verbal and written format. Methods: One third (33%) of 1,784 women screened at Detroit Department of Health and Wellness Promotion (DHWP) primary health care clinics and HIV/AIDS-STD clinic were found to be at risk of an alcohol exposed pregnancy defined as binge drinking (at least 4 drinks per occasion) or heavy drinking (8 or more drinks per week) in the last three months, while they were having sex with inconsistent or no contraception. This intervention utilized Brief Motivational Interviewing (BMI) and developed written materials based on the principles of BMI to 1) assess readiness for change, 2) strengthen motivation to change, and 3) provide an individualized change plan. For women who received the Individual Level Intervention (n = 77), four sessions of BMI were conducted (two in-person, two via telephone) over a six-month period. A Self-Guided Change version of the intervention (Community Level Intervention) was offered for women (n = 327) who preferred to utilize the materials at home and receive two follow-up telephone calls following baseline interview, also during a six-month period. Results: Both strategies, based on principles of Motivational Interviewing, have been shown to be effective in reducing drinking and increasing contraceptive use. Out of the 404 women participating in the program, 310 (77%) women completed at least one follow-up and were included in the analyses. Overall, 59.9% of the women enrolled in both interventions were no longer at risk for an alcohol-exposed pregnancy at the end of the intervention six months later. Conclusion: Brief Motivational Interviewing, delivered verbally or in a written format, is an effective method of reducing women’s risky behaviors for an alcohol exposed pregnancy. The Individual Level Intervention that included 2 face-to-face sessions resulted in less attrition than the Self-Guided Change version which relied on phone and mail contact only