Browsing by Subject "Schools"

Now showing 1 - 10 of 25
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    Adolescents’ Perceptions of Functional Seizure Self-Management Strategies, Facilitators, and Barriers in the School Environment
    (Slack, 2023) Tanner, Andrea L.; von Gaudecker, Jane R.; Buelow, Janice M.; Oruche, Ukamaka M.; Miller, Wendy R.; School of Nursing
    Adolescents with functional (psychogenic nonepileptic) seizures encounter many struggles within the school environment, including stress, bullying, stigmatization, and accusations of faking seizure events. Mental health nurses and school personnel are poised to support school-based self-management; unfortunately, to date, no evidence exists to detail effective school-based self-management strategies for adolescents with functional seizures. Therefore, in the current qualitative study, we examined adolescents' functional seizure self-management, perceived effectiveness, and facilitators and barriers using semi-structured interviews analyzed using content analysis. We interviewed 10 adolescent females aged 12 to 19 years. Themes of proactive (prior to seizure warning symptoms) and reactive (after seizure warning symptoms) self-management, involving protection, perseverance, and progress monitoring, emerged. Adolescents perceived proactive strategies as primarily effective, whereas reactive strategies were less effective. Adolescents identified school nurses and personnel, family, and peers as facilitators and barriers to self-management. Mental health nurses are positioned to provide care, co-create plans, and advocate for adolescents with functional seizures in collaboration with school nurses and personnel.
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    Art Therapy Program Recommendations for Students from Non-Dominant Cultures in Schools
    (2018) Thompson, Courtney; Yates, Dani; Misluk, Eileen
    Public schools educate many students of various cultural backgrounds and often provide mental health services to meet the needs of these students. This mixed methods study is comprised of a systematic literature review and survey that inquired about how art therapists in schools meet the needs of students from non-dominant cultures. Historical and current data about how art therapists in schools meet the needs of students from non-dominant cultures supported recommendations for a culturally sensitive art therapy program in public schools. Students from non-dominant cultures are those who have cognitive or physical disabilities, belong to a race or ethnicity other than white or Caucasian, have religious beliefs other than Christianity, have low socioeconomic status, are LGBTQ, have indigenous heritage, and/or are female (Hays, 2016). Results from the research show a lack of concrete knowledge regarding funding for art therapy programs in schools, a need for cultural sensitivity training for art therapists that addresses assessments, material choice and development of interventions, and a wide range of needs and goals for this population. The program recommendations include suggestions for funding, therapist credentials, structure of programming, culturally competent art therapy practice, and suggestions for cultural training.
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    Baskets of dusty and clean chalboard erasers demonstrate the Chalkdust cleaner invention.
    (Indiana State Board of Health, 1903-08)
    [Chalkboard erasers before and after, using Chalk dust cleaner]
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    Beyond Solo Acts: How Teams Supporting Schools Orchestrate Attendance Success
    (Indiana University, May 2024) Heyne, David; Gentle-Genitty, Carolyn
    This topic brief shifts the focus beyond attendance teams in schools to the collaborative efforts of teams supporting schools. In the US, this often involves the school district working alongside schools to address attendance. Across the globe, entities like regional bureaus, local authorities, municipalities, or collaborations play this vital role.
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    Blueprints and illustrations of schoolhouse, multiple views
    (Indiana State Board of Health, 1911-05) J.T. Johnson & Company
    Model School Building- Unit Plan. [Left blueprint] Plan of First Floor; [Center bluprint] Plan of First floor, Scale 1 inch to 1 foot; [Right blueprint] Plan of basement; Sketch for a Model School, J.T. Johnson & Company -Architects- 1213 State Life Building Indianapolis Indiana
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    Blueprints of inside schoolhouse
    (Indiana State Board of Health, 1910-04) Sharpe, G.W.F.
    [Handwritten caption] Floor plan.
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    Chronic Truancy & Social Bonding: Role of Schools
    (2008) Gentle-Genitty, Carolyn
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    Chronic truancy: Outsourcing care - understanding the role of schools and parents in social bonding
    (IU School of Social Work, 2009-11) Gentle-Genitty, Carolyn; Cowles, Hannah
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    Drawing of front of schoolhouse
    (Indiana State Board of Health, 1910-04) Sharpe, G.W.F.
    [Handwritten caption] Front elevation, Model one Room school building, Designed by W.F. Sharpe Arch't Crawfordsville, Ind.
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    The Effect of In-Person Primary and Secondary School Instruction on County-Level Severe Acute Respiratory Syndrome Coronavirus 2 Spread in Indiana
    (Oxford University Press, 2022-01-07) Bosslet, Gabriel T.; Pollak, Micah; Jang, Jeong Hoon; Roll, Rebekah; Sperling, Mark; Khan, Barbara; Medicine, School of Medicine
    Background: Our goal was to determine the county-level effect of in-person primary and secondary school reopening on daily cases of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) in Indiana. Methods: In this county-level, population-based study, we used a panel data regression analysis of the proportion of in-person learning to evaluate an association with community-wide daily new SARS-CoV-2 cases. The study period was 12 July 2020-6 October 2020. We included 73 of 92 (79.3%) Indiana counties in the analysis, accounting for 85.7% of school corporations and 90.6% of student enrollment statewide. The primary exposure was the proportion of students returning to in-person instruction. The primary outcome was the daily new SARS-CoV-2 cases per 100 000 residents at the county level. Results: There is a statistically significant relationship between the proportion of students attending K-12 schools in-person and the county level daily cases of SARS-CoV-2 28 days later. For all ages, the coefficient of interest (β) is estimated at 3.36 (95% confidence interval, 1.91 to 4.81; P < .001). This coefficient represents the effect of a change in the proportion of students attending in-person on new daily cases 28 days later. For example, a 10 percentage point increase in K-12 students attending school in-person is associated with a daily increase in SARS-CoV-2 cases in the county equal to 0.336 cases/100 000 residents of all ages. Conclusions: In-person primary and secondary school is associated with a statistically significant but proportionally small increase in the spread of SARS-CoV-2 cases.