Getting Back to School: Understanding Adolescents' Experience of Reentry into School after Psychiatric Hospitalization

Autor/in	Simone, Daniel J.
Titel	Getting Back to School: Understanding Adolescents' Experience of Reentry into School after Psychiatric Hospitalization
Quelle	(2017), (116 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-9276-4
Schlagwörter	Hochschulschrift; Dissertation; Adolescents; High School Students; Reentry Students; Student Experience; Hospitalized Children; Psychiatric Hospitals; Transitional Programs; Resilience (Psychology); Communities of Practice; Semi Structured Interviews; Coding; Stress Variables; Symptoms (Individual Disorders); Mental Health; Interpersonal Relationship; Outcomes of Treatment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zweiter Bildungsweg; Studienerfahrung; Phsychiatric institution; Psychiatrische Einrichtung; Community; Codierung; Programmierung; Psychiatrische Symptomatik; Psychohygiene; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	The purpose of this qualitative study was to explore the experience students have reentering high school following psychiatric hospitalization, and within programming designed to assist with this transition. To accomplish this goal, two research questions were formulated to guide this study: What is the experience of re-entering high school, for adolescents, after a psychiatric hospitalization? and How does the transition programming work with students reentering the high school after hospitalization, considering the bridge for resilient youth in transition model milieu program as a Community of Practice? Participants were chosen from suburban high schools that offer the bridge for resilient youth in transition model programming. Data were collected from eight participants through a series of semi-structured, in-depth interviews. Data were analyzed using general inductive analysis, and was coded using multiple strategies, including open and axial coding. Three conclusions derived from the findings of this research. First, reentering high school after psychiatric hospitalization is an experience that produces academic and social stressors for students as they continue to manage symptoms. Second, BRYT reentry programming helps to support academic recovery, and mental health recovery, through relationship development and connectedness at school. Finally, BRYT reentry programs exist as Communities of Practice, where students' identities and their shared endeavor of reentry after psychiatric hospitalization are improved via meaningful engagement in the milieu. [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	2020/1/01