Browsing School of Education (SOE) by Subject "Behavior disorders in adolescence"
Now showing items 1-2 of 2
Assisting adolesecents transitioning from residential treatment to public schoolThis research project aims to aid residential treatment facilities and school personnel in recognizing the importance of transition planning, developing strategies to assist a successful transition from inpatient residential treatment centers to the students next school, while also taking into account adolescent perspectives on their needs during this transition. This paper introduces the importance of addressing education while in treatment and explores barriers to aftercare and current aftercare models using an ecological model to recognize how multiple systems interact in shaping the experiences of students. Included in this paper is a small pilot study of three students that attended a residential treatment program at the Boys and Girls Home of Alaska. It is important to note that since interviews were conducted, the Boys and Girls Home of Alaska no longer operates in the State of Alaska and is now under new ownership. The application resulting from this project is a presentation for both treatment and school staff.
Assisting school personnel with youth transitioning from residential treatment to a school environmentThe following research project examines the data and literature regarding youth who reside in residential treatment centers for behavior and mental health purposes. The paper introduces common risk factors that youth are experiencing which contribute to their placement in the facilities, as well as the difficulties they face upon exiting the treatment program. This project explores how schools can assist students in the transition from residential treatment to a school setting using a bio-ecological model that supports the students on an individual level up to a systemic level. School counselors serve as a key point of contact for transitioning students and can help teachers to understand this population and introduce supports both in the classroom and schoolwide. Teachers will also learn how to identify and modify potential negative stigmas, frustrations, and thought processes by practicing cognitive behavior techniques. The application resulting from the project is a counselor lead in-service for elementary through high school teachers, administrators, and student support services personnel.