ABSTRACT
The purpose of this study was to examine the academic, social, and emotional effects of COVID19 on 11th - and 12th -grade students. There has been little documentation regarding the specific change that the pandemic has had on these students;it is imperative that we look at the effects of COVID-19 on the students who experienced COVID-19 pandemic. Data collection was completed through individual interviews. Analysis of data occurred in three phases: (a) categorization of data under the four organizational factors, (b) building the explanation in a phenological form, and (c) re-examination of the data. The analysis of the narrative study was based on the theoretical proposition that the teachers were focused on the whole child and not just academic standards. The humanistic theory framework was established as teachers examined the influences in their classrooms based on the well-being of their students. The credibility of the analysis was protected by triangulation of data through multiple sources of evidence, establishment of a chain of evidence, and member checking.The results revealed that the main concerns were students attending school and getting the credits needed to graduate through both in-person classes and online learning. The themes that emerged were classroom management, relationship building, communication, social-emotional learning, trauma-informed learning, and the effects of COVID-19. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Since 2001, over two million children have experienced having one or both of their parents deployed (Tunac de Pedro et al., 2018). There is significant research that shows that "military children experience tremendous psychological strain as a result of stressful military related life events" (Tunac de Pedro et al., 2011, p. 567). The research that currently exists focuses on childhood experience and intervention at the K-12 level. The research on best practices for supporting military children presented herein could form the foundation of how colleges and universities can provide similar support to military dependents in higher education.This study focused on supporting the children of military service members in higher education by developing students' self-advocacy and providing academic support and mentoring for these students while they were concurrently enrolled in high school and college. The intent of the interventions discussed in this study was to provide those students with the tools they need to successfully navigate veteran-focused resources on college campuses and to self-advocate for the resources they need to be successful. The findings presented in this study provide the foundation for recommendations for further research and intervention. The analysis and conclusions are limited due to the framework of the intervention which was exacerbated by COVID-19.While this study may not have been conducted across a broad institutional manner, the findings demonstrate that implementing a course curriculum and providing focused interventions show that student success is related to focused intervention and a student's feelings of validation. This study further shows that students who are military dependents have a clear sense of that identity and what it means to themselves and to their community. I have argued throughout this study that there needs to be focused attention on military dependents in higher education. Even with the end of America's longest war, there is still a generation of young people whose lives are marked by their parent's sacrifice and service. The very least that we can do is to make every effort to validate these student's experiences and to support them as they pursue their academic goals. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The present study used an explanatory mixed-method design to examine the effects of the Achievement Motivation Enhancement (AME)+Cyber enrichment program and teachers' perception of procedures and outcomes in the context of emergency remote teaching, including online and hybrid formats, during the COVID-19 pandemic. Three teachers implemented the program with 57 students in grades 9 through 12. To evaluate the program, we combined change score analysis of pretest and posttest data on academic self-perception, self-regulation, goal valuation, cyber-related interest, as well as descriptive interpretative analysis of interview data. We found the online learning format was more effective than the hybrid format for the affective and cognitive outcomes. Qualitative findings suggested pedagogical concerns and struggle with online learning due to emergency remote teaching during the COVID-19 pandemic, centered around a lack of student engagement and interaction that appropriate levels of training and practice could remedy. Implications and future research suggestions are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Background: Many high school students struggle with mental illness, especially since the isolation of the COVID-19 pandemic. Educating high school faculty/staff with basic information to recognize and refer students for mental health concerns may improve faculty/staff knowledge, confidence, and trust in the mental health referral process, which may then increase referrals and subsequent treatment of at-risk youth. Methods: A Quality Improvement Project was conducted by a Hawaiece[yen]i Keiki Nurse Practitioner at a Hawaiece[yen]i public high school to determine if educating high school faculty and staff on identification and referral of high school students displaying signs of mental health distress improves staff knowledge, confidence, and trust in the overall process. The project was conducted by delivering an asynchronous webinar intervention to the faculty and staff. Data was collected via a pre-test, post-test, and a one-month follow-up test by means of a questionnaire. Results: Of the 47 total participants, 37 completed the post-survey, and 25 completed the one-month follow-up survey. Results from the one-month follow-up indicate participant level of confidence (measured on a 5-point Likert scale) in identification of students improved from mean score m = 2.96 (pre-test) to m = 4.12 (1-month follow-up), level of confidence in knowledge of the process improved from m = 2.65 (pre-test) to m = 4.11 (1-month follow-up), and level of trust in the process improved from m = 2.21 (pre-test) to m = 3.20 (1-month follow-up). Conclusion: The intervention was successful in increasing faculty/staff level of confidence in identification of students who may need mental health referrals, level of confidence in the process for referral, and level of trust in the referral process. Participants' scores between the immediate post-test and the one-month follow-up remained relatively consistent over time, indicating effective retention of the material. Recommended future research includes studying the number of referrals made after the intervention, and studying actual outcomes of those referrals among students in order to determine if the intervention improves student mental health outcomes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)