- Browse by Subject
Browsing by Subject "school"
Now showing 1 - 5 of 5
Results Per Page
Sort Options
Item Addressing Challenging Behaviors in the Classroom: A Manual to Enhance Teachers’ Understanding of Challenging Behavior, Causes, and Evidence-Based Behavioral Management(2023-05-02) Howell, Kylee A.; Petrenchik, Terry M.; Department of Occupational Therapy, School of Health and Human Sciences; Anderson, BenChallenging behavior is frequently seen in classrooms across the United States, and schools are in a unique position to support students beyond that of academic achievement through fostering safe, welcoming, and positive learning environments conducive to all students. In a school-based setting, occupational therapy plays a role in helping to create positive learning environments for all students and using holistic, whole-child approach to care. This means advocating for the understanding that in order to optimally learn and be successful academically, a child’s personal needs beyond that of the classroom setting should be considered. The purpose of the project was to encourage the use of a contextual, whole-child lens that accounts for a child’s stage of development, environmental, sociocultural, physical, emotional, and cognitive factors that should be taken into consideration in order to compassionately and supportively guide a student through times of adversity. This study was a 14-week experience and used both quantitative and qualitative methods to assess and evaluate the need for and the value of a behavior management manual. The capstone student created a research and evidence based behavior management manual that was distributed at the end of the capstone experience. The results of this study propose that the behavior management manual that was created has value, will leave long-lasting effects, and will change perspectives of teachers and staff on challenging behaviors for years to come.Item Deworming Program In Low-Income Nicaraguan School(2020-04-24) Collins, Angela J.Infection of soil-transmitted helminths (STH), commonly referred to as intestinal worms, are estimated to plague over 1.5 billion of the world’s most impoverished communities. Developing countries bear the largest burden of STH infections due to lack of access to clean water, safe housing, sanitation infrastructure, education and healthcare. In 2017, the director of the World Health Organization’s Neglected Tropical Diseases department, stated, “There is now global consensus that periodic, large-scale deworming is the best way to reduce the suffering caused by intestinal worms,” [1]. In addition, numerous studies have shown significant efficacy particularly among school-based deworming interventions. Therefore, in order to best steward the health and wellbeing of their students, as well as to comply with the World Health Organization’s recommendations, the Granada Christian Education Center (GCEC) ― a primary school located in one of the poorest areas of Nicaragua ― is requesting $1000 in funding to establish a school-based deworming program among their growing student body.Item Doctoral Capstone: A Process Evaluation of the Implementation of Trust-Based Relational Interventions within Indian Creek Schools(2023-05-02) McGillem, Cassandra L.; Petrenchik, Terry; Department of Occupational Therapy, School of Health and Human Sciences; Long, EricThis doctoral capstone project focuses on conducting a process evaluation of the implementation of Trust-Based Relational Interventions (TBRI) within Indian Creek Schools. TBRI is a trauma-informed approach that focuses on connecting with, empowering, and correcting children to obtain positive behavior changes (Purvis et al., 2013). With increasing literature surrounding trauma and its negative impact on the occupation of education, occupational therapists have the opportunity to advocate for trauma-informed practices within the school setting. This doctoral capstone began with a needs assessment and literature review which allowed the capstone student to gather pertinent background information regarding TBRI and the site. The capstone student attended a TBRI caregiver training, created and distributed surveys to the teachers at Indian Creek Schools, and conducted interviews with the teachers. 15.6% (n=21) of the teachers (n=134) completed a survey and 6.7% (n=9) of the teachers participated in an interview with the capstone student. While this was a low response rate, the capstone student was able to share with the site the data regarding the evaluation of the implementation process. The process evaluation revealed that the teachers felt either unequipped to apply TBRI or did not see the value in utilizing TBRI. Both of these factors lead to the inconsistent implementation of TBRI within Indian Creek Schools. This low implementation fidelity has led to many teachers abandoning the program prior to meeting desired outcomes. Understanding the current process of implementation is a key baseline component to ensure the future success of TBRI in meeting the needs of the Indian Creek Schools.Item Three Necessary Things: The Indianapolis Free Kindergarten and Children's Aid Society, 1880-1920(2010) Gobel, Erin J.; Morgan, Anita; Barrows, Robert G. (Robert Graham), 1946-; Kostroun, Daniella J., 1970-A group of well-to-do women formally organized the Indianapolis Free Kindergarten and Children’s Aid Society with the goal to open kindergartens for children like Onis Williams. Reverend Oscar C. McCulloch, a social gospel proponent, was influential in organizing these women as well as several other Indianapolis charitable organizations. The clubwomen of the Indianapolis Free Kindergarten and Children’s Aid Society collected funds and goods from local businesses and wealthy businessmen to support their work; the clubwomen also hosted teas, parties, and an annual ball to raise money. At first, the women of the Indianapolis Free Kindergarten and Children’s Aid Society (hereafter IFK) opened kindergartens and distributed clothing to young children in the poorest districts of the city. Over time, however, IFK expanded to include adult programs, programs for children of all ages, and opened a teachers’ training school. This thesis consists of three chapters. The first chapter will focus on the Indiana Primary and Normal Training School, the teacher training school run by IFK. The second chapter will discuss the various social and academic programs available to Indianapolis children, including the actual kindergarten. The third chapter will focus on six different programs available to mothers whose children attended kindergartens and other programs. This thesis will show how some Indianapolis clubwomen used the teacher’s school, the kindergartens, and the programs for mothers of IFK to create a successful Progressive program that endured for nearly seventy years.Item Using art therapy to facilitate interpersonal relationships with LGBTQ+ adolescents in the school setting: A literature review(2022) Dorsch, Gracen; Misluk, EileenThe mental health needs of lesbian, gay, bisexual, transgender, and questioning (LGBTQ+) adolescents are worsening due to the lack of available and appropriate services. It was hypothesized that the queer adolescent population would be vastly overlooked in research, thus leading to a significant lack of knowledge on how to best support them. A literature matrix was used to organize research articles and various forms of media regarding this topic. Significant findings include the following: LGBTQ+ adolescents are much more likely to experience disparities in treatment for mental health-related symptoms; safety concerns stem from historical instances of discrimination and adolescent peer conflict; therapeutic approaches, including art therapy, have documented little amounts of research among this population; and the school setting offers a safe environment for receiving therapeutic services. As hypothesized, there was a significant gap in available research pertaining to queer adolescents and their treatment. The proposed art therapy group was included to reduce this gap and offer a template for available services moving forward.