Elements of Successful School Reentry After Psychiatric Hospitalization

Clemens, Elysia V.; Welfare, Laura E.; Williams, Amy M.

doi:10.1080/1045988x.2010.532521

Cited by 36 publications

(64 citation statements)

References 19 publications

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“…Although it is to be expected that the information included in this plan will vary based on the individual needs of the student (McAvoy, ), researchers have advocated for school systems to adopt general school reentry protocols that can provide some guidance on the general process to follow in planning for the individual reentry of students (Canter & Roberts, ). Additionally, while the individualized reentry plans for each student experiencing time away from school often vary, several recommendations for what to include in these plans have been identified in the school reentry literature (Clemens, Welfare, & Williams, ; Goldkind, ; Hopkins & Hughes, ; Lurie & Kaufman, ).…”

Section: Introductionmentioning

confidence: 99%

School reentry services for students with chronic health conditions: An examination of regional practices

Schilling

Getch

2018

Psychology in the Schools

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Students experiencing chronic health difficulties represent a growing population in public schools. Given the unique challenges faced by these students including increased absences, resulting academic, and social/emotional/behavioral deficits, it is vital that schools are prepared to adequately meet their needs. One of the sometimes daunting tasks faced by these students and their families is the school reentry process, which occurs when the child returns to school following an extended period of time away. The purpose of the current study was to identify and evaluate the extent to which these services are currently being provided within school districts across a large Southeastern state. Results demonstrated that, although schools reported proficiency in the provision of formal school services, adherence to other best practices in school reentry, namely establishing multidisciplinary school reentry teams led by an appointed liaison, developing school reentry protocols and subsequent individualized reentry plans, sharing information with the student's peers, and formally assessing the student prior to or upon reentry, was lacking. Implications for schools and areas for future research are also discussed. K E Y W O R D Spediatric school psychology, school reentry, students with chronic health conditions

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Section: Introductionmentioning

confidence: 99%

School reentry services for students with chronic health conditions: An examination of regional practices

Schilling

Getch

2018

Psychology in the Schools

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“…Carpenter-Aeby and Aeby (2005) and Clemens et al (2011) articulated the need to address the psychosocial needs of adolescents being discharged by having the school identify staff to manage the follow-up support needed. BRYT program staff members are addressing this need and the ongoing mental health issues found present for students during reentry.…”

Section: Discussionmentioning

confidence: 99%

“…There were no peer-reviewed studies found regarding targeted programmatic support for this population in a public-school setting. Understanding the needs of the population was enhanced by Clemens, Welfare, and Williams (2011), who wrote about staff perceptions of the needs of this population. Additionally, Simon and Savina (2005) documented that most support and therapeutic attention to discharge needed to happen prior to discharge, and Savina, Simon, and Lester (2014) identified factors on which to focus support at the time of reentry following psychiatric hospitalization.…”

Section: Justification For the Research Problemmentioning

confidence: 99%

“…Even with the significant needs of this population, most schools do not have targeted programmatic services for students transitioning back to school from treatment. Therefore, there is a call to address the psychosocial needs of post-treatment adolescents with the intention of returning to school and to identify a staff member within the school to manage the necessary follow-up support (Carpenter-Aeby & Aeby, 2005;Clemens et al, 2011;Ferdinande & Colligan, 1980).…”

Section: Study Contextualization: Why Mental Health In Schools?mentioning

confidence: 99%

“…The school programs following the BRYT model are designed to support the needs of adolescents transitioning back to school from treatment, and while there is an ongoing multi-school, multi-year quantitative study of the model (White & Houle, 2016), to date, the model has not been written about in a peer-reviewed journal. Due to a lack of literature concerning adolescents reentering public school after absences for psychiatric treatment (Clemens et al, 2011;Simon & Savina, 2007, consideration of education settings and programming offered outside of the public school should be considered to situate this study regarding the most relevant literature available. However, there is a paucity of research demonstrating efficacy of interventions in alternative settings, as well (Flower et al, 2011;Kleiner et al, 2002).…”

Section: Study Contextualization: Why Mental Health In Schools?mentioning

confidence: 99%

See 2 more Smart Citations

Getting back to school : understanding adolescents' experience of reentry into school after psychiatric hospitalization

Simone¹

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The purpose of this qualitative study was to explore the experience students have reentering high school following psychiatric hospitalization, and within programming designed to assist with this transition. To accomplish this goal, two research questions were formulated to guide this study:What is the experience of re-entering high school, for adolescents, after a psychiatric hospitalization? and How does the transition programming work with students reentering the high school after hospitalization, considering the bridge for resilient youth in transition model milieu program as a Community of Practice? Participants were chosen from suburban high schools that offer the bridge for resilient youth in transition model programming. Data were collected from eight participants through a series of semi-structured, in-depth interviews. Data were analyzed using general inductive analysis, and was coded using multiple strategies, including open and axial coding. Three conclusions derived from the findings of this research.First, reentering high school after psychiatric hospitalization is an experience that produces academic and social stressors for students as they continue to manage symptoms. Second, BRYT reentry programming helps to support academic recovery, and mental health recovery, through relationship development and connectedness at school. Finally, BRYT reentry programs exist as Communities of Practice, where students' identities and their shared endeavor of reentry after psychiatric hospitalization are improved via meaningful engagement in the milieu.

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Affective Constellations for Countertransference Awareness Following a Client's Suicide Attempt

Cureton

Clemens

2015

Jour of Counseling & Develop

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Effective counseling with suicidal clients requires the development and maintenance of a strong therapeutic alliance. However, unmanaged countertransference (CT) can inhibit the alliance. This article provides strategies for enhancing CT awareness in counselors to support alliance building with clients after a client suicide attempt. The authors define CT in the context of suicide, introduce affective constellations as a method for CT awareness, and apply the method to a case vignette. A figure for self‐reflection and supervision is provided.

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Elements of Successful School Reentry After Psychiatric Hospitalization

Cited by 36 publications

References 19 publications

School reentry services for students with chronic health conditions: An examination of regional practices

School reentry services for students with chronic health conditions: An examination of regional practices

Getting back to school : understanding adolescents' experience of reentry into school after psychiatric hospitalization

Affective Constellations for Countertransference Awareness Following a Client's Suicide Attempt

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