IU Indianapolis ScholarWorks :: Browsing by Subject "schools"

Browsing by Subject "schools"

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Adolescent Health-Risk Behavior and Community Disorder
(2013-11) Wiehe, Sarah E.; Kwan, Mei-Po; Wilson, Jeffrey S.; Fortenberry, J. Dennis
Background Various forms of community disorder are associated with health outcomes but little is known about how dynamic context where an adolescent spends time relates to her health-related behaviors. Objective Assess whether exposure to contexts associated with crime (as a marker of community disorder) correlates with self-reported health-related behaviors among adolescent girls. Methods Girls (N = 52), aged 14–17, were recruited from a single geographic urban area and monitored for 1 week using a GPS-enabled cell phone. Adolescents completed an audio computer-assisted self-administered interview survey on substance use (cigarette, alcohol, or marijuana use) and sexual intercourse in the last 30 days. In addition to recorded home and school address, phones transmitted location data every 5 minutes (path points). Using ArcGIS, we defined community disorder as aggregated point-level Unified Crime Report data within a 200-meter Euclidian buffer from home, school and each path point. Using Stata, we analyzed how exposures to areas of higher crime prevalence differed among girls who reported each behavior or not. Results Participants lived and spent time in areas with variable crime prevalence within 200 meters of their home, school and path points. Significant differences in exposure occurred based on home location among girls who reported any substance use or not (p 0.04) and sexual intercourse or not (p 0.01). Differences in exposure by school and path points were only significant among girls reporting any substance use or not (p 0.03 and 0.02, respectively). Exposure also varied by school/non-school day as well as time of day. Conclusions Adolescent travel patterns are not random. Furthermore, the crime context where an adolescent spends time relates to her health-related behavior. These data may guide policy relating to crime control and inform time- and space-specific interventions to improve adolescent health.
Alcohol Use Trajectories after High School Graduation among Emerging Adults with Type 1 Diabetes
(Elsevier, 2014-08) Hanna, Kathleen M.; Stupiansky, Nathan W.; Weaver, Michael T.; Slaven, James E.; Stump, Timothy E.; IU School of Nursing
Objective Explore alcohol involvement trajectories and associated factors during the year post-high school (HS) graduation among emerging adults with type 1 diabetes. Methods Youth (N=181) self-reported alcohol use at baseline and every 3 months for 1 year post-HS graduation. Data were also collected on parent-youth conflict, diabetes self-efficacy, major life events, living and educational situations, diabetes management, marijuana use, cigarette smoking, and glycemic control. Trajectories of alcohol use were modeled using latent class growth analysis. Associations between trajectory class and specific salient variables were examined using analysis of variance, chi square, or generalized linear mixed model, as appropriate. Results Identified alcohol involvement trajectory classes were labeled as: 1) Consistent Involvement Group (n=25, 13.8%) with stable, high use relative to other groups over the 12 months; 2) Growing Involvement Group (n=55, 30.4%) with increasing use throughout the 12 months; and 3) Minimal Involvement Group (n=101, 55.8%) with essentially no involvement until month nine. Those with minimal involvement had the best diabetes management and better diabetes self-efficacy than those with consistent involvement. In comparison to those minimally involved, those with growing involvement were more likely to live independently of parents; those consistently involved had more major life events; and both the growing and consistent involvement groups were more likely to have tried marijuana and cigarettes. Conclusions This sample of emerging adults with type 1 diabetes has 3 unique patterns of alcohol use during the first year after high school. Implication and Contribution Among youth with type 1 diabetes in the year post-HS graduation, alcohol involvement knowledge was extended by identifying patterns of such use. Further research of alcohol use patterns is needed to guide health care professionals in their assessments and researchers in testing interventions that target unique patterns.
Bullying Prevention in Schools: The Need for a Multiple Stakeholder Approach
(IUPUI, 2020-07-30) Karikari, Isaac; Brown, James R.; Ashirifi, Gifty Dede; Storms, James; School of Social Work
Since bullying is an ecological and systemic phenomenon that occurs in multiple contexts with multiple actors, it makes sense to consider the perceptions of multiple stakeholders and their relationships with one another and in relation to bullying prevention in schools. Using a non-probability, purposive sample, this study examined the perspectives of 45 school stakeholders, namely, principals, school social workers, bus drivers, and parents from an urban school district in the Midwest. The study unveils some of the implicit and explicit challenges associated with bullying prevention efforts. For example, bullying can be quite nebulous because people tend to look at the issue through the prism of their own experiences and positions, limiting their understanding of other stakeholders. Some stakeholders’ perspectives may be muted when bullying behaviors are discussed or reported. Overall, the findings support the use of multi-stakeholder approaches in developing a more holistic view of bullying. Recommendations include avoiding the reification of the views and voices of a select few and having a more open system of dialogue among stakeholders to create inclusion when addressing bullying.
Community Studies of Antisemitism in Schools (CSAIS) Community Typology Explorer
(2021) Price, Jeremy F.; Wilson, Jeffrey S.; Schall, Carly E.; Snorten, Clifton L.; Hasan, Mohammad A.; Luo, Xiao; Jahin, S. M. Abrar
This is a companion document to the CSAIS (Community Studies of Antisemitism In Schools) Community Typology Explorer which can be found at https://jeremyfprice.github.io/csais-dashboard/. Details about specific incidents, communities, and community types can be found at the CSAIS Community Typology Explorer. This project utilizes data from the ADL H.E.A.T. Map between 2016 and 2019 to identify incidents of antisemitism that specifically took place in schools. These incidents in schools are influenced by demographic, historical, social, and political factors. This project brings this data together to construct a community typology at the national level. This typology will provide insight into the ways that school-based incidents of hate are enacted and reported in context. Developing a community typology will allow providers to better target specific demographic, historical, and political attributes of the communities in which these incidents occur through curriculum and learning experiences.
The effect of in-person primary and secondary school instruction on county-level SARS-CoV-2 spread in Indiana
(Oxford, 2021) Bosslet, Gabriel T.; Pollak, Micah; Jang, Jeong Hoon; Roll, Rebekah; Sperling, Mark; Khan, Babar; Medicine, School of Medicine
Background To determine the county-level effect of in-person primary and secondary school reopening on daily cases of SARS-CoV-2 in Indiana. Methods This is a county-level population-based study using 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 July 12-October 6, 2020. We included 73 out of 92 (79.3%) Indiana counties in the analysis, accounting for 85.7% of school corporations and 90.6% of student enrollement 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% CI: 1.91—4.81; p < 0.001). This coefficient represents the effect of a change 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. Conclusion In-person primary and secondary school is associated with a statistically significant but proportionally small increase in the spread of SARS-CoV-2 cases.
An equity framework for family, community, and school partnerships
(Taylor and Francis, 2020-12-11) Teemant, Annela; Borgioli Yoder, Gina; Sherman, Brandon J.; Santamaría Graff, Cristina; School of Education
Equity has often been identified as a foundational concept for truly inclusive and reciprocal partnerships among schools, families, and communities. Equity can be difficult for schools to achieve without cultivating new paradigms for interacting with historically marginalized students, families, and communities. In order to bridge the ideal of equity with radical, scalable, and sustainable institutional change, we developed an equity framework for cultivating mutual interdependence among families, communities, and schools in partnership. Rooted in sociocultural and critical theories, this framework builds upon the values of mutual respect, democratic participation, critical consciousness, and sustainability. These values then support cycles of collaborative action amongst stakeholders leveraging problem posing and community organizing to address inequities. In our article, we discuss the underlying theory supporting the framework and elaborate upon its implications for practice.
Framing Christian Privilege in Schools in an Age of Christian Nationalism
(2023) Price, Jeremy F.
Rising Christian nationalism has led to the reification of Christian privilege and an increase in the de facto oppression of minoritized communities in schools. This frame analysis takes Blumenfeld’s work on Christian privilege (2006) as a starting point and examines the developments of the injection of Christianity in schools through Supreme Court decisions and policy developments during a time of the increasing reification of Christian nationalism in schools and society, specifically in terms of curriculum and culture and climate. This research finds an increase in the deployment of marginalization and cultural imperialism but also provides three "frames of tension" that require negotiation by Christians if resistance to Christian nationalism in schools and education is to be sustainable.
Leading, Following or Complementing in Economic Crisis: A Conceptual Model Illustrating Nonprofit Relationships with Public Schools
(MDPI, 2014) Paarlberg, Laurie; Nesbit, Rebecca; Clerkin, Richard; Christensen, Robert; Lilly Family School of Philanthropy
Public and nonprofit organizations, entwined in the delivery of public goods and services, are in the midst of challenging economic times. In these circumstances, sound collaborative leadership may help bridge budget and program service delivery shortfalls. In this paper, we examine the administrative dynamics of mutual reliance between two prominent public and nonprofit organizations: public schools and parent-teacher groups (PTGs). We conclude that the partnership is changing as a result of external, economic forces. In essence, we are seeing a threat-rigidity response. The economic crisis may be responsible for causing PTGs to narrow their range of activities away from broader strategic issues that can be addressed through their confrontation activities and advocacy mission towards a narrower focus on classroom activities that protect core school operations, namely instruction.
Secondary Traumatic Stress: Pervasiveness and Contributing Factors in School Personnel
(2022-11) Klemme, Paige M.; Pierce, Barbara; Turman, Jack E.; Fukui, Sadaaki; Brown, James R.
The study aim is to identify pervasiveness and factors leading to secondary traumatic stress (STS) in school personnel to increase awareness of the need for support and help for school personnel who are affected by STS. School personnel is defined in this study as all personnel employed by schools and includes, teachers, administrators, staff, resource officers, custodians, lunch aids, bus drivers, nurses, social workers, etc. School personnel work together to support students and ensure that they learn not only educational material, but also social and emotional skills. They also provide a sense of safety for students. School personnel are tasked with providing seven hours of daily support to their students; however, lack of supports, constant stressors, and exposure to secondhand accounts of trauma, put school personnel at risk for STS. This dissertation includes a review of STS in school personnel, theory used to inform and understand STS, a systematic review of STS in school personnel, a cross-sectional study of STS in school personnel from a Midwestern County, and integration of findings including practical implications and need for future research.
Tuberculosis in Adolescents and Young Adults: Emerging Data on TB Transmission and Prevention among Vulnerable Young People
(MDPI, 2021-08-05) Laycock, Katherine M.; Enane, Leslie A.; Steenhoff, Andrew P.; Pediatrics, School of Medicine
Adolescents and young adults (AYA, ages 10–24 years) comprise a uniquely important but understudied population in global efforts to end tuberculosis (TB), the leading infectious cause of death by a single agent worldwide prior to the COVID-19 pandemic. While TB prevention and care strategies often overlook AYA by grouping them with either children or adults, AYA have particular physiologic, developmental, and social characteristics that require dedicated approaches. This review describes current evidence on the prevention and control of TB among AYA, including approaches to TB screening, dynamics of TB transmission among AYA, and management challenges within the context of unique developmental needs. Challenges are considered for vulnerable groups of AYA such as migrants and refugees; AYA experiencing homelessness, incarceration, or substance use; and AYA living with HIV. We outline areas for needed research and implementation strategies to address TB among AYA globally.

Browsing by Subject "schools"

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