A Single Case Study of an Alternative School: School-Based Professionals Supporting Adolescents with Anxiety through the COVID-19 Pandemic

Autor/in	Raether, Kirsten Marie
Titel	A Single Case Study of an Alternative School: School-Based Professionals Supporting Adolescents with Anxiety through the COVID-19 Pandemic
Quelle	(2022), (181 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, The Chicago School of Professional Psychology
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-2612-8
Schlagwörter	Hochschulschrift; Dissertation; COVID-19; Pandemics; Distance Education; School Closing; Student Needs; Anxiety; Student Adjustment; Teacher Attitudes; School Personnel; Professional Development; Educational Technology; Technology Uses in Education; Adolescents; Special Schools + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Angst; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Lehrerverhalten; Schulpersonal; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Special school; Sonderschule
Abstract	Due to the recent COVID-19 pandemic, the shift from in person to remote learning happened abruptly for both educators and students requiring an adjustment in education. Both teachers and school-based mental health professionals were uncertain how to support the various needs of students. The current study examined the remote supports provided to adolescent students with anxiety in a therapeutic day school through interviews with educators regarding their opinions on remote-based supports through the COVD-19 pandemic. Staff's recognition of anxiety, remote learning challenges experienced by students and teachers, necessary supports through remote learning that were unable to be provided, and faculty's response to remote learning and supporting families were explored as well. A total of 12 school staff were participants in this research. Data were collected by conducting remote-based interviews through Zoom with each staff member. The results revealed that while staff were supporting and accommodating adolescent students with anxiety along with providing interventions, there was still the desire for training on remote-based supports for students. In addition, results indicated that there were several circumstances in the home setting, which teachers and school-based professionals were unable to control. This had an impact on both students and educators throughout remote learning. Professional development and consistent and clear communication were needed for school-based professionals to feel supported and prepared to provide supports to their adolescent students with anxiety. However, several benefits of remote learning were highlighted by educators indicating that there were positive outcomes. The findings extended previous research on remote learning and the challenges experienced by educators and students. Results provided valuable evidence on how to support adolescent students with anxiety in a remote setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01