School Staff Perspectives on the Challenges and Solutions to Working with Court-Involved Students

Autor/inn/en	Crosby, Shantel D.; Day, Angelique G.; Baroni, Beverly A.; Somers, Cheryl L.
Titel	School Staff Perspectives on the Challenges and Solutions to Working with Court-Involved Students
Quelle	In: Journal of School Health, 85 (2015) 6, S.347-354 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12261
Schlagwörter	Foster Care; Juvenile Justice; At Risk Students; Trauma; Well Being; Academic Achievement; Teacher Attitudes; Attitude Measures; School Personnel; Charter Schools; Focus Groups; Training; Intervention; Thematic Approach; Student Behavior; Behavior Problems; Attachment Behavior; Feedback (Response); Teacher Role; Knowledge Level; Staff Development + Suchen Sie Ihr Suchwort? Pflegehilfe; Jugendgerichtshilfe; Well-being; Wellness; Wohlbefinden; Schulleistung; Lehrerverhalten; Schulpersonal; Charter school; Charter-Schule; Ausbildung; Themenzentrierter Unterricht; Student behaviour; Schülerverhalten; Attachment; Bindungsverhalten; Lehrerrolle; Wissensbasis; Personnel development; Personalentwicklung
Abstract	Background: Court-involved students, such as those in foster care and the juvenile justice system, generally experience high incidences of both acute and chronic trauma, adversely impacting their educational well-being and overall academic trajectory. Utilizing perceptions of teachers and other school staff, this study explores the challenges and needs of school personnel working with this student population. Methods: Participants were school personnel employed at a Midwest, urban, public charter school during the 2012-2013 academic year. Focus groups explored the perceptions of school staff members working with court-involved students to develop a staff training curriculum. Focus groups also were conducted after the training intervention to get feedback from participants and identify remaining challenges. Focus group data were analyzed and results were member-checked with study participants. Results: Findings included 7 major themes (14 subthemes) regarding student behaviors that were challenging for school staff to manage. Themes included trauma-related behaviors, attachment-related behaviors, staff preintervention needs, intervention feedback, and staff postintervention needs. Conclusions: Teachers and school staff can play a role in the educational well-being of court-involved youth. However, they need trauma-specific knowledge and resources to be effective. [This study was funded by Title funds as defined under the Elementary and Secondary Education Act of 1965, provided by the United States Department of Education, Beverly A. Baroni, Principal, Clara B. Ford Academy.] (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01