Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
" (National Association of School Psychologists, 2004) the integrity of treatment will be "maximized if the intervention's goals and plan are developed in a culturally sensitive and cooperative manner." (National Association of School Psychologists, 2004) it is stated that implementation problems "...may be linked to unidentified variables." (National Association of School Psychologists, 2004) if this should be the case, it is necessary to explore openly potential barriers. In the evaluation of the intervention, the parents should not be under a negative judgment when goals are failed in being met but instead the goals should be acknowledged as unmet and then barriers to treatment success should be collectively reviewed then designed and implemented.
II. GENDER SENSITIVE INTERVENTIONS
The 10th Annual Conference "Aggression and Suicide Among Children and Youth: Focus on Gender Differences" relates that increasing evidence exists that boys and girls "differ in the development, expression and consequences of aggressive behavior toward others, as well as themselves." This conference was announced to educators, guidance counselors, social workers among others due to the importance of: (1) recognizing gender differences in the development of aggressive and self-injurious behaviors; (2) conducting evidence-based gender-sensitive interventions; (3) assessing suicidality and provision of intervention to treat childhood depression; and (4) implementation of universal indicated and selected interventions at multiple levels to prevent aggressive behavior. (Melissa Institute, 2006)
The importance of gender sensitivity in an educational health program is noted in the work of FRESH 'Focusing Research on Effective School Health' (2008) which states that the FRESH framework "provides the context for effective implementation of skills-based health education programs." (FRESH, 2008) FRESH states that skills-based health education "does change behavior" and notes the studies as follows:
1) USA - Sexuality and HIV education: implemented in four New York City Schools and focused on "correcting facts about AIDS, teaching cognitive skills to appraise risk of transmission, and increasing of knowledge and values, understanding external influences and teaching skills to delay intercourse or to consistently use condoms." Behavioral outcomes in this study were reported to be of a positive nature. (FRESH, 2008)
2) USA - Cognition behavioral approach to substance abuse prevention: This study involved 20 sessions of cognitive behaviorally approached substance abuse...
Stated is: The prevention strategy attempted to reduce interpersonal pressure to smoke, drink excessively, or use marijuana by fostering the development of general life skills as well as teaching students tactics for resisting direct interpersonal pressure to use these substances. Additionally, this study was designed to compare the relative effectiveness of this type of prevention program when implemented by either older peer leaders or regular classroom teachers." (FRESH, 2008) the study findings report that the "prevention program had a significant impact on cigarette smoking, excessive drinking and marijuana use when implemented by peer leaders.
Each of the foregoing programs reported utilized the required elements of a 'skills-based health education program', which has as one of its principles of primary importance of 'gender' sensitivity in the behavioral intervention reported.
SUMMARY & CONCLUSION
In the initiative to implement behavioral intervention in the school setting, it is of critical important that the intervention be of the nature that is both culturally and gender sensitive in order to realize the greatest amount of benefit and success of the intervention.
Bibliography
Aggression and Suicide Among Children and Youth: Focus on Gender Differences (2006) Melissa Institute. Online available at http://www.melissainstitute.org/documents/May2006Conference.pdf
Culturally Competent Consultation in Schools: Information for School Psychologists and School Personnel. National Association of School Psychologists. Online available at http://www.nasponline.org/resources/culturalcompetence/cc_consultation.aspx
Sheridan, S.M. (2000). Considerations of multiculturalism and diversity in behavioral consultation with parents and teachers. School Psychology Review, 29, 389-400.
Tarver Behring, S., & Ingraham, C.L. (1998). Culture as a central component to consultation: A call to the field. Journal of Educational and Psychological Consultation, 9, 57-72.
Zins, J.E., & Erchul, W.P. (2002). Best practices in school consultation. In a. Thomas & J. Grimes (Eds.), Best practices in school psychology (4th ed., pp. 625-643). Bethesda, MD. National Association of School Psychologists.
Considerations in Designing Culturally and Gender Sensitive
Bibliography
Aggression and Suicide Among Children and Youth: Focus on Gender Differences (2006) Melissa Institute. Online available at http://www.melissainstitute.org/documents/May2006Conference.pdf
Culturally Competent Consultation in Schools: Information for School Psychologists and School Personnel. National Association of School Psychologists. Online available at http://www.nasponline.org/resources/culturalcompetence/cc_consultation.aspx
Sheridan, S.M. (2000). Considerations of multiculturalism and diversity in behavioral consultation with parents and teachers. School Psychology Review, 29, 389-400.
Tarver Behring, S., & Ingraham, C.L. (1998). Culture as a central component to consultation: A call to the field. Journal of Educational and Psychological Consultation, 9, 57-72.
Educational Situations Name four practices that commonly require written administrative procedures. Memorandums that include school policy changes or important information for the staff are commonly distributed in writing so that the information is accurately conveyed and properly received and documented. Many staff communications to the administration, such as requests for new classroom supplies or for personal leaves of absence, are also communicated in writing. If disciplinary action of any kind is taken
E., combination classes or multi-grade and single grade classes). Further, operationalizing the terms context and composition would have greatly aided the reader in interpreting the study's results. Study Purpose. Burns and Mason (2002) did follow best fit research practice protocol by stating the purpose of the study as that being to study student achievement with respect to the effects of class composition. However, this reviewer would have like to see more
Leadership Skills Impact International Education CHALLENGES OF INTERNATIONAL EDUCATION Practical Circumstances of International schools THE IMPORTANCE OF LEADERSHIP IN EDUCATION What is Effective Leadership for Today's Schools? Challenges of Intercultural Communication Challenges of Differing Cultural Values Importance of the Team Leadership Style LEADERSHIP THEORIES Current Leadership Research Transformational Leadership Skills-Authority Contingency Theories APPLYING LEADERSHIP IN AN INTERNATIONAL SETTING Wagner's "Buy-in" vs. Ownership Understanding the Urgent Need for Change Research confirms what teachers, students, parents and superintendents have long known: the individual school is the key unit
(1999) which are: 1) Those with serious mental illnesses such as schizophrenia, bi-polar disorder with major depression and who use alcohol and drugs to self-mediate to cope with the symptoms; and 2) Those with borderline personality and anti-social personality disorders including anxiety disorder that is complicated by use of alcohol and illicit drugs. (Mather et al. 1999) Presenting further difficulty is the establishment of problems with alcohol and illicit drug use
Figure 1 portrays three of the scenes 20/20 presented March 15, 2010. Figure 1: Heather, Rachel, and Unnamed Girl in 20/20 Program (adapted from Stossel, 2010). Statement of the Problem For any individual, the death of a family member, friend, parent or sibling may often be overwhelming. For adolescents, the death of person close to them may prove much more traumatic as it can disrupt adolescent development. Diana Mahoney (2008), with the
Generally, it works by either giving a reward for an encouraged behavior, or taking something away for an undesirable behavior. By doing this, the patient often increases the good behaviors and uses the bad behaviors less often, although this conditioning may take awhile if the rewards and removals are not sufficient to entice the patient into doing better. Existentialism is important to discuss here as well, and is often seen