Literaturnachweis - Detailanzeige
| Autor/inn/en | Childs, Tasha M.; Iachini, Aidyn L. |
|---|---|
| Titel | An Examination of School District Reopening Plans for Mental Health Supports amid COVID-19 School Reopening |
| Quelle | In: Children & Schools, 45 (2023) 3, S.161-168 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1532-8759 |
| DOI | 10.1093/cs/cdad012 |
| Schlagwörter | Mental Health; Health Needs; School Districts; School Social Workers; Role; COVID-19; Pandemics; Planning; In Person Learning; Access to Health Care; Intervention; Prevention; South Carolina |
| Abstract | The purpose of this exploratory qualitative study was to understand the types of mental health supports described in school district reopening plans in one southeastern state, and to understand school social workers' involvement in developing these plans during the first full academic year of the COVID-19 pandemic. Publicly accessible school district reopening plans were collected from the 80 school districts in South Carolina, and 15 school social workers participated in virtual interviews. Out of the 80 school districts, 67 had reopening plans, and of those, only 43 percent mentioned mental health services and supports. Most school district reopening plans described Tier 1 universal prevention services and supports and a process for mental health assessment, identification, and referral. Fewer included Tier 2 early intervention and Tier 3 targeted and intensive services. Of the school social workers interviewed, only four were involved in helping to develop their school district reopening plans, and when involved, advocated for mental health services and supports for their students. The article concludes with a discussion of the study's implications for school social work practice. (As Provided). |
| Anmerkungen | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://cs.oxfordjournals.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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