Browsing by Subject "school-based"

Now showing 1 - 3 of 3
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    Acceptability and Efficacy of an Adapted School-Based Dialectical Behavioral Therapy Skills Group for Adolescents: A Qualitative Perspective
    (Sage, 2025) Whitener, MacKenzie; Khazvand, Shirin; Carson, Ian; Martin, Anna; Salyers, Michelle; Cyders, Melissa; Aalsma, Matthew; Zapolski, Tamika; Psychology, School of Science
    Adolescence is characterized by heightened emotion dysregulation, impulsivity, and engagement in high-risk behaviors, such as substance use, violence, and unprotected sexual activity. Dialectical Behavioral Therapy for Adolescents (DBT-A) is an evidence-based intervention that targets emotion regulation and impulsivity among adolescents, proven effective at decreasing high-risk behaviors. However, limited research exists on adolescents' perceptions of DBT-A, particularly in schools. The current study aimed to understand adolescents’ perspectives on a DBT-A skills group delivered within urban high schools in a midwestern state. The study sample of 18 youth (mean age 14.7; 66.7% male; 38.9% Black) completed individual semi-structured qualitative interviews assessing their perspectives on the DBT-A skills group. Interview topics included the program’s impact on youths’ daily lives, risk-taking behaviors, skill acquisition, and general feedback about the group. Fifteen of the eighteen participants (86%) reported acceptability of the program, expressing that they enjoyed the content and would recommend the group to peers. Participants observed positive impacts on their daily lives, including self-reported enhanced ability to regulate their emotions, communicate with teachers, effectively adapt their mindsets and motivations, and make healthy relationship decisions. Additionally, some noted an increased feeling of connection to their peers following the group. Delivering the DBT-A skills group in schools was shown to have high rates of acceptability among youth and resulted in improved emotion regulation and reduced impulsivity. Further research is needed to assess long-term effects of this program and to identify best training practices for school staff to implement and sustain the program long-term.
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    Development of Resources to Improve Sensory Regulation in the Classroom
    (2024-04-26) Rizzo, Hannah; Hess, Pamela; Hess, Pamela; Department of Occupational Therapy, School of Health and Human Sciences; N/A, N/A
    The purpose of this doctoral capstone project was to develop and provide sensory based resources to teachers, occupational therapists, and families throughout a large Florida school district to improve student regulation. Through the needs assessment, it was discovered that the school system had a goal to decrease maladaptive behavior and suspensions. To support this goal, four resources were created; a teacher’s handbook to sensory processing and regulation, a sensory pathway that students can utilize for regulation, newsletters for families on sensory processing and activities to support development, and a list of equipment to purchase to support the creation of a sensory library. Trainings were provided to teachers on how to utilize the handbook created.
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    Enhancing Student Occupational Performance: How Physical Activity and Sensory Systems Intertwine in an Early Childhood Setting
    (2025) Notter, Hope; Belkiewitz, Johnna; Department of Occupational Therapy, School of Health and Human Sciences; Miller, Erin
    Physical activity (PA) is not only essential for supporting health and well-being, but for stimulating the sensory systems. The underutilization of sensory systems, particularly the vestibular system, has increased due to the rise in sedentary behaviors among children and adolescents. Schools are uniquely positioned as an ideal setting to promote PA and the establishment of healthy routines. Doing so within the early childhood timeframe has shown to be especially crucial, with impacts lasting into adult life. However, school personnel have expressed that the role of Occupational Therapy (OT) is unclear, impacting interprofessional collaboration and ultimately, students—specifically regarding PA-induced sensory stimulation and corresponding classroom accommodations. Furthermore, caregiver involvement and modeling are needed for continued carryover of these activities at home. This Doctoral Capstone Experience (DCE) aimed to address these concerns by implementing the Minds-In-Motion (MIM) program in an early childhood setting to enhance student occupational performance through PA-induced sensory stimulation. Additionally, this DCE provided training for teachers to increase their understanding of the role of Occupational Therapy (OT) in the school environment and strategies to integrate PA into the daily routines of their students. A caregiver resource was also developed to promote skill carryover at home. Results from pre- and post-surveys demonstrated improvements in students’ social-emotional behavior, motor movement and strength, visual tracking, and auditory processing skills as well as school personnel’s knowledge and confidence levels. Findings reinforce the essentiality of PA in supporting early childhood development, the value of OT in school-based settings, and caregiver modeling.