Examining Teachers' Perceptions on Working with Immigrant and Refugee Students Exhibiting Signs of Mental Health Issues PDF Download

Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 220

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"The research questions addressed in this study were: What are teachers' knowledge and awareness of mental health issues and how to recognize students struggling with mental health problems, what are their perceptions of their role in fostering sound student mental health and do teachers believe they have had the necessary training needed to assist students with mental health issues? Both quantitative and qualitative data was collected through an online survey of fifty participants; some of the questions in the survey relate to questions from the studies done by Reinke, W.M., Stormont, M., Herman, K.C., Puri, R., & Goel, N.. (2011) and Roeser and Midgley (1997). While the participants of Reinke et al.'s and Roeser and Midgley's studies were mainstream classroom teachers, the participants of this study were all teachers who worked primarily with immigrant and refugee learners. The findings of this study suggest that most teachers believe that they have a significant role in helping their students receive assistance when they are showing signs of mental health problems. The data suggest teachers would benefit from additional training at both the licensure/preservice stage and post-licensure stage of their professional development. This study found that teachers want specific knowledge and skills that would enable them to effectively address their students' mental health problems and to foster maximal learning." --

Author: Dajana Kurbegovic
Publisher:
ISBN:
Category :
Languages : en
Pages : 144

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There is limited research around best practices in working with refugee and immigrant students. Since teachers spend the majority of the school day with students, their insights about how best to serve these populations of children and adolescents is critical. This dissertation study conducted an online survey study with 139 elementary school general education teachers in a large urban school district to examine teacher beliefs and attitudes about the following factors in meeting the needs of refugee and immigrant children: teachers’ perceived self-efficacy, attitudes toward implementing new and innovative practices, cultural competency, prior preparation and overall competency, and perceptions about the needs of refugee and immigrant students. Results indicate that overall, teachers feel confident, culturally competent, and are open to implementing practices to serve refugee and immigrant students; the majority of teachers reported that they didn’t think that refugee and immigrant students have unique needs, which conflicts with current research; only minority status was found to be a unique predictor of beliefs around student needs. Implications and future research are discussed.

Author: Eminely Soberanis
Publisher:
ISBN: 9781303985737
Category : Children with disabilities
Languages : en
Pages : 168

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Abstract: This study examined teachers' attitudes regarding students with mental illness, their perceived knowledge and skills in working with students with mental health problems, their patterns of referral and reasons they referred students to mental health services. A sample of 43 elementary school teachers in Southern California completed surveys. Over half of the teachers reported they believe they have knowledge and skills to teach children with mental health problems; however, they also reported they could use more training on best practices and interventions to work with these students. Alarmingly, 40% of the teachers reported having less than the average knowledge and skills regarding mental health and one fifth of the teachers reported they had never referred a student for mental health services. Teachers also indicated how they believed school social workers could be of assistance to them in the school setting. Implications for social work practice and future research are discussed.

Author: Bree Suzanne Fiissel
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Developing an understanding of teachers' perceptions toward those with mental health challenges will be helpful in working to promote more positive attitudes about mental health and in reducing the development of stigmatizing attitudes in children. The present study primarily explored teachers' stigmatizing attitudes toward those with mental illness and examined the predictive potential of three main factors (i.e., level of previous contact with someone with mental illness, previous education about mental illness, and teachers' beliefs about the causes of mental illness). Using a cross-sectional, web-based survey design, 237 Saskatchewan teachers participated in the study. As expected, significant associations were found in two of the main factors: teachers' beliefs about the causes of mental illness (endogenous and interactional) and the amount of previous contact teachers had with those who were perceived to have mental illness. Higher levels of previous contact and more extreme biological causal beliefs were associated with more stigmatizing attitudes whereas higher levels of social and interactional causal beliefs were associated with less stigmatizing attitudes. In contrast to what was expected, the third main factor investigating the relationship of previous training about mental illness was not significantly associated with stigmatizing beliefs about mental illness in teachers. The amount of previous contact with those who have mental illness and both endogenous and interactional causal beliefs about mental illness were found to be significant predictors of stigmatizing attitudes. Results provide important considerations for teachers' professional development and school-based mental health efforts.

Author: Mikayla Janae Drymond
Publisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 116

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Children growing up below the poverty line are at heightened risk for developing complex symptoms of trauma caused by repeated exposures to a variety of traumatic events. The detrimental effects of repeated traumatic exposures on developing children living in low-income environments are now considered a public health concern (APA Presidential Task Force on Posttraumatic Stress Disorder and Trauma in Children and Adolescents, 2008; Crosby, Howell, & Thomas, 2018). Increased awareness of the negative effects of trauma early in life and the need for combative care has accelerated the movement for educators to become trauma-informed, which can be demonstrated through altered teaching practices, improved school climate and relationships, and ongoing trauma-related professional development (Crosby, 2015; Thomas, Crosby, & Vanderhaar, 2019). This study investigated the preparedness of teachers working in Title 1 schools to address the mental health needs of students in the classroom, including teachers beliefs regarding their perceived role breadth as an educator, their self-efficacy in addressing student mental health needs within the school setting, and their attitudes towards trauma-informed care principles and ideals through a secondary analysis of pre-existing quantitative data that were gathered in collaboration with the Harmony Project. The Harmony Project is a trauma-informed care training that was designed to promote the understanding of trauma-informed care amongst school staff using a train-the-trainers model with the intentions of positively impacting school culture, and the academic, behavioral, and emotional outcomes of students. The data were gathered from educational staff (N = 299; n = 199 teachers, n = 49 school mental health staff, n = 51 other) employed by eight different Title 1 public schools within one district in Western-Central Florida. Findings indicate that teachers within this sample believe that their role as a teacher includes responsibility for not only student learning, but also some responsibility for attending to the mental health and overall, well-being of their students. Additionally, results indicate that educators within this sample have some confidence in addressing the mental health needs of their students within Title 1 schools, but the majority of educators within this sample exhibited room for improvement in perceived preparedness. While all educators reported highest levels of efficacy in relation to activities that involved student-teacher relationships and collaboration with other teachers, low levels of efficacy were reported for actions related to discussing student mental health concerns with parents, collaborating with parents to support student mental and emotional health, recognizing signs of mental health issues in students, and connecting students with supports and resources they may need. Findings also indicated that educators had generally positive attitudes related to trauma-informed care and comparisons of attitudes between teachers and those with other roles at the schools indicated no significant differences in attitudes related to trauma-informed care based on professional role. Furthermore, results of a multiple linear regression analysis indicated that about 23% of the variance in educators' attitudes toward trauma-informed care were explained by largely role breadth and self-efficacy. Implications for school-level trauma initiatives and school psychologists are discussed.

Author: Enakshi Sengupta
Publisher: Emerald Group Publishing
ISBN: 1787439364
Category : Education
Languages : en
Pages : 273

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This volume examines how universities and colleges are working towards implementing various interventions to integrate refugees along with non-governmental organizations and local governments to achieve an optimal level of integration with host communities.

Author: Donald F. Hones
Publisher: Routledge
ISBN: 1135653968
Category : Art
Languages : en
Pages : 212

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Book Description
This book presents the struggle for dialogue and understanding between teachers and refugee and immigrant families, in their own words. Forging a stronger connection between teachers, newcomers, and their families is one of the greatest challenges facing schools in the United States. Teachers need to become familiar with the political, economic, and sociocultural contexts of these newcomers' lives, and the role of the U.S. in influencing these contexts in positive and negative ways. The important contribution of American Dreams, Global Visions is to bring together global issues of international politics and economics and their effects on migration and refugee situations, national issues of language and social policy, and local issues of education and finding ways to live together in an increasingly diverse society. Narratives of four immigrant families in the United States (Hmong, Mexican, Assyrian/Kurdish, Kosovar) and the teacher-researchers who are coming to know them form the heart of this work. The narratives are interwoven with data from the research and critical analysis of how the narratives reflect and embody local, national, and global contexts of power. The themes that are developed set the stage for critical dialogues about culture, language, history, and power. Central to the book is a rationale and methodology for teachers to conduct dialogic research with refugees and immigrants--research encompassing methods as once ethnographic, participatory, and narrative--which seeks to engage researchers and participants in dialogues that shed light on economic, political, social, and cultural relationships; to represent these relationships in texts; and to extend these dialogues to promote broader understanding and social justice in schools and communities. American Dreams, Global Visions will interest teachers, social workers, and others who work with immigrants and refugees; researchers, professionals, and students across the fields of education, language and culture, ethnic studies, American studies, and anthropology; and members of the general public interested in learning more about America's most recent newcomers. It is particularly appropriate for courses in foundations of education, multicultural education, comparative education, language and culture, and qualitative research.

Author: Mandy Manning
Publisher: Routledge
ISBN: 1000538702
Category : Education
Languages : en
Pages : 179

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Book Description
Discover how to create a sense of belonging and connection for your immigrant and refugee students. This timely book, written by four award-winning teachers, offers compelling stories and practical applications to help you reach your students in the classroom and beyond. Topics covered include advocacy, using literacy to create a welcoming environment, connecting with families, building staff capacity and best practices for virtual learning. You’ll also find easy-to-implement lesson plans, as well as reflection questions throughout to help you on your journey. Appropriate for K-12 teachers, English Learner specialists and school leaders, this inspiring and useful book will help you make the necessary changes to create more positive outcomes for your immigrant students.

Author: Erçetin, ?efika ?ule
Publisher: IGI Global
ISBN: 1522533265
Category : Social Science
Languages : en
Pages : 393

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Book Description
Education is a pivotal influence on all members of society. However, in the case of immigrants and refugees integrating into a new country, allowing proper learning opportunities can offer specific challenges that must be overcome. Educational Development and Infrastructure for Immigrants and Refugees is an innovative source of scholarly research on the role of education for refugees and immigrants, and it examines methods to develop effective learning processes for these students. Highlighting a range of perspectives on topics such as lifelong learning, legal considerations, and multiculturalism, this book is ideally designed for teachers, policy makers, researchers, academics, and professionals actively involved in the education sector.

Author: Shelley Wong
Publisher: Teachers College Press
ISBN: 0807776777
Category : Education
Languages : en
Pages : 200

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Book Description
Teachers as Allies provides educators with the information and tools they need to involve immigrant students and their American-born siblings and peers in inclusive and transformative classroom experiences. The authors offer teaching strategies that address the needs of DREAMers and undocumented youth and include a broad range of curriculum connections and resources. Contributors include Theresa Austin, Aurora Chang, Sylvia Y. Sánchez, Gertrude Tinker Sachs, Eva K. Thorp, Emma Violand-Sánchez, and DREAMers Hareth Andrade-Ayala, Gaby Pacheco, and Rodrigo Velasquez-Soto Royalties from the sale of this book will go to United We Dream. “Teachers are uniquely placed to support undocumented students facing adverse circumstances and to challenge the narrative of immigrant criminality in the public sphere. This book should help enable them to do both.” —From the Foreword by Aviva Chomsky, Salem State University “This powerful book provides information, strategies, stories, hope, and sustenance for teachers and other educators working to support some of the most marginalized students in our schools.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “In light of the current political climate, it is crucial that this information be available for educators and the community.” —Stewart Kwoh, president and executive director, Asian Americans Advancing Justice, Los Angeles