Collaboration to Support Rural Student Social-Emotional Needs

Nichols, Lindsey M.; Goforth, Anisa N.; Sacra, Michaela Maureen; Ahlers, Kaitlyn

doi:10.35608/ruraled.v38i1.234

Cited by 15 publications

(14 citation statements)

References 60 publications

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“…Given that schools in rural areas are often community hubs, educational administrators often support the wellness needs of not only students but also the community (Clayton et al , 2010). Student support teams – including building principals, school counselors, social workers and school-based health care providers – often coordinate this work (Keeton et al , 2012; Michael and Jameson, 2017; Moore et al , 2005; Nichols et al , 2018). In this article, I focused on a group of communities and schools in rural northeastern Connecticut; I spent ten years in educational administration at a Regional Educational Service Center, or RESC, in the district.…”

Section: One District's Vision Of Success Through Wellnessmentioning

confidence: 99%

“…As the case presented in this article illustrates, critical leaders of place who engage with stakeholders in collaborative problem-posing, imagining and co-designing educational systems and programs that are more aligned with community values have a greater chance of establishing trust among community members. Critical leaders of place understand the importance of aligning the work of and within schools with the needs of the community, so that the schools, students, staff and community thrive through interdependence and commitment to efforts that are contextually designed to promote well-being, leverage strengths and address the challenges of rural schools and their community (Budge, 2006; Freire, 1970; Hoover and Mayworm, 2017; Nichols et al , 2018; Pendola and Fuller, 2018; Wagenfeld, 2003). Budge (2006) suggested that a critical view of leadership of place in rural contexts may be helpful in understanding not just the challenges but perhaps more importantly the strengths that rural communities possess.…”

Section: The Power Of Rural Placementioning

confidence: 99%

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Conceptualizing a pedagogy of wellness for rural district leadership: leading, healing and leading self-healing

Ryan

2020

JEA

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PurposeThis article considers the integration of aspects of mindfulness, social and emotional learning (SEL) and leadership wellness practice as a structure for a pedagogy of wellness in rural schools. Research has demonstrated positive outcomes for K–12 students and teachers as a result of training in practices such as mindfulness and SEL, but there has been less attention toward wellness practices incorporated by educational leaders in their own work. Support of professional and community learning for mindfulness may begin with district and school-based leaders in many communities, who facilitate programs in their schools.Design/methodology/approachThis article explores an emergent pedagogy of wellness, which was developed in a small rural district that applied wellness programming, including mindfulness, with parallel learning experiences for leaders, staff members, students and families.FindingsThrough engagement with multiple local stakeholder groups in integrating themes of SEL, mindfulness and leadership wellness, the pedagogy of wellness emerged as a potential framework for improved organizational health, new conceptualizations of students’ success and opportunities for engagement of families in systemic organization of practices of care.Originality/valueConsideration of the preparation of leadership in wellness practices such as mindfulness is discussed, in light of the necessity to address the care and wellness needs of rural communities, toward the sustainability of the pedagogy of wellness.

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Section: One District's Vision Of Success Through Wellnessmentioning

confidence: 99%

Section: The Power Of Rural Placementioning

confidence: 99%

Conceptualizing a pedagogy of wellness for rural district leadership: leading, healing and leading self-healing

Ryan

2020

JEA

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“…In summary, research exists addressing the role of school counselors in multiple crisis response situations (Allen et al, 2002;Riley & McDaniel, 2000), including school shootings (Fein, Carlisle, & Isaacson, 2008) and hostage events (Daniels, Bradley, & Cramer, 2007). Similarly, examples can be found in the literature addressing services school counselors can provide in response to various grief/loss-related situations (Guidry, Simpson, Test, & Bloomfield, 2013;Nichols, Goforth, Sacra, & Ahlers, 2017), such as parent/caregiver loss (Lenhardt & McCourt, 2000) and student suicide (Fineran, 2012), but we found no research specifically pertaining to school counselors' experiences of multiple student deaths in the same school year, or even specific to the death of one student. We conducted our study to begin to address this gap in the literature.…”

Section: Review Of the Literaturementioning

confidence: 99%

School Counselors, Multiple Student Deaths, and Grief: A Narrative Inquiry

Hannon

Mohabir

Cleveland

et al. 2019

Jour of Counseling & Develop

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A team of 5 school counselors were interviewed to learn how they professionally and personally experienced the deaths of multiple students in 1 year in their school while attending to the needs of the school community. By using narrative inquiry, 5 themes emerged from the analysis: gravity of the losses, logistics of care, personal vs. professional conflicts, increased student cohesion, and efficacy. Recommendations for counselor preparation, research, and counseling practice are offered.

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“…Schools play a significant role in addressing the mental health needs of students (Nichols, Goforth, Sacra, & Ahlers, 2017) and are the primary location of mental health services to support children's and adolescents' mental health needs. Thus, schools should be proud of the role they take on in the provision of mental health services and should not shy away from their role (Maag & Katsiyannis, 2010).…”

Section: Resultsmentioning

confidence: 99%

School Psychologists and School Counselors’ Perceptions of Preparation Received for the Provision of School-Based Mental Health Services

McKenzie¹

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First and foremost, I would like to give love and praise to my Lord and Savior for instilling in me the motivation and determination to pursue and complete my doctoral degree. I feel truly blessed to achieve this accomplishment, and I am excited about my future endeavors. I would like to dedicate my dissertation to my family. My parents, Malvia and Quentin, immigrated to the United States as children from Jamaica in the 1970s. My parents, along with their families, were in search of living the "American Dream." My father enlisted in the United States Marines at the age of 18, so he could give back to this country. After meeting in the United States, my parents married and created a family of their own. Ultimately, they were able to provide their six children the opportunity to achieve the "American Dream," and I am forever grateful for that. I would like to give a special "Thank You" to my mother. You have been the backbone of this family and have always supported us in so many ways. You have shown incredible strength and overcame many obstacles so that you could provide for your children. You have always told my siblings and I that we could be whatever we wanted to be in life and always encouraged us to achieve whatever goals we set for ourselves. Thank you for your endless love and guidance, and thank you for being my biggest cheerleader! I also would like to thank my five siblings, Shameeka, Shamar, Shonté, Shamelle, and Sherelle, for being great role models for myself, for each other, and now for our nieces and nephew. We have always supported each other's goals. You are the best brothers and sisters ever, and I would never want to change the bond that we all share. We will always be the "McKenzie Six-Pack!" To my family, "I will always love you forever and a day!" My experience at Chapman University has been wonderful. During my time at Chapman University, I was able to interact with amazing classmates and learn from very knowledgeable V professors. I was given opportunities to increase my knowledge in the field of school psychology and build upon my skills as a practitioner. Therefore, I am truly grateful for my time at Chapman University. I would like to thank my dissertation committee for all your encouragement and support. Firstly, my dissertation chair, Dr. Michael Hass. I always knew that I wanted to have you as my dissertation chair because of the outstanding contribution you have made to the fields of educational psychology and mental health. I hope to one day make a significant impact on these fields as you have. I truly appreciate all the guidance that you have provided to me throughout this process and truly cherish all that I was able to learn from you. Thank you for everything! Dr. Randy Busse, I thank you for being on my dissertation committee. You helped to rekindle my interest in learning about and examining statistics. You also helped me in gaining a better understanding of how to analyze data. Your interesting approach to quantitative research has inspired me to want to continue to explore ...

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Collaboration to Support Rural Student Social-Emotional Needs

Cited by 15 publications

References 60 publications

Conceptualizing a pedagogy of wellness for rural district leadership: leading, healing and leading self-healing

Conceptualizing a pedagogy of wellness for rural district leadership: leading, healing and leading self-healing

School Counselors, Multiple Student Deaths, and Grief: A Narrative Inquiry

School Psychologists and School Counselors’ Perceptions of Preparation Received for the Provision of School-Based Mental Health Services

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