School connectedness to support student mental health and wellbeing

Shochet, Ian M.; Wurfl, Astrid; Orr, Jayne; Kelly, Rachel; Saggers, Beth; Carrington, Suzanne

doi:10.4324/9781003049036-4

Cited by 2 publications

(19 citation statements)

References 1 publication

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“…Not surprisingly perhaps, the literature reviewed on autism and Indigenous children frequently defaulted to a medical worldview centred on a diagnostic criteria of autism spectrum disorder, as outlined in the aforementioned DSM-V, developed by the American Psychiatric Association (2013) (Lindblom 2013(Lindblom , 2014aGovernment of Canada, 2018;Ouellette-Kuntz et al, 2006;Shochet et al, 2020). Consistent with the tendency of a medical worldview to focus on deficits (Manago, Davis & Goar, 2017;Shochet et al, 2020), descriptions of autism focused on impairments in social interaction and communication, restricted activities and interests (Di Pietro & Illes, 2014;Ouellette-Kuntz et al, 2006), psychosocial challenges (Shochet et al, 2020), disruptive behaviors (Shochet et al, 2020) and reduced quality of life with potential lifelong implications (Hiebert-Murphy et al, 2008;Lindblom, 2017a). Similarly, autism was associated with "tremendous" (Di Pietro & Illes, 2014, p. 75) or "extraordinary" (Burstyn et al, 2010, p. 125) economic costs for society and families (Leitch, 2007).…”

Section: The Hegemony 2 Of a Medical Worldviewmentioning

confidence: 99%

“…Similarly, autism was associated with "tremendous" (Di Pietro & Illes, 2014, p. 75) or "extraordinary" (Burstyn et al, 2010, p. 125) economic costs for society and families (Leitch, 2007). Despite the propensity for the literature to use the DSM in defining autism, some authors questioned the use of standardized diagnostic assessments with Indigenous children (Di Pietro & Illes, 2014;Lindblom, 2013Lindblom, , 2014aLindblom, , 2017Ouellette-Kuntz et al, 2006;Shochet et al, 2020;Woodgate, 2013).…”

Section: The Hegemony 2 Of a Medical Worldviewmentioning

confidence: 99%

“…Concerns were raised about the negative impacts of current assessment tools on Indigenous children's psychosocial wellbeing (Shochet et al, 2020) through community engagement forums (Luckow, 2019;Manitoba First Nations Engagement, 2017;Stephanow, 2019). Lindblom's doctoral research was the only study found to involve a small number of five Indigenous children with autism (Lindblom, 2017).…”

Section: The Hegemony 2 Of a Medical Worldviewmentioning

confidence: 99%

“…Decontextualized and individualistic perspectives that are characteristic of a medical worldview, obscure how Indigenous families and children's everyday lives are shaped by broader social, economic, colonial and political factors that are often beyond their immediate environment and control . Colonization was identified in some of the literature as a possible contributing factor to the lack of data (Di Pietro & Illes, 2014Lindblom, 2013Lindblom, , 2014bLindblom, , 2017aLindblom, , 2017bShochet et al, 2020). Several authors described the "historical impact of colonialism" (Di Pietro & Illes, 2016, p. 243) and a "history of oppression and colonization" (Shochet et al, 2020, p. 2).…”

Section: The Hegemony 2 Of a Medical Worldviewmentioning

confidence: 99%

“…An additional prominent theme in the literature was a lack of data on the prevalence of Indigenous child populations with autism in Canada (Burstyn et al, 2010;Di Pietro & Illes, 2014Inman, 2019;Lindblom, 2013;Lindblom, 2014aLindblom, , 2014bOuellete-Kuntz et al, 2006;Shochet et al, 2020). Indeed, the Canadian government recommended that children's 'ethnicity', which was not captured in their 2018 'National Autism Surveillance System', needs to be included in this system in the future.…”

Section: The Invisibility Of Indigenous Children With Autismmentioning

confidence: 99%

See 4 more Smart Citations

Autism and Autism Services with Indigenous Families and Children in the Settler-Colonial Context of Canada: A Critical Scoping Review

Gerlach

Matthiesen

Moola

et al. 2022

CJDS

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In Canada, Indigenous families and children experience structurally-rooted marginalization due to longstanding and ongoing histories of colonization and discrimination. Indigenous children with autism spectrum disorder (ASD) are currently underrepresented in literature and databases on ASD in Canada, raising concerns about their equitable access to related services and optimal health outcomes. This critical scoping review maps out existing and emerging themes in literature pertaining to ASD and the provision of ASD services with Indigenous children and families in Canada. No previous reviews of literature have focused exclusively on ASD among Indigenous children in Canada. A literature search conducted across eight databases between 2011 and 2021 resulted in 362 potentially relevant publications, of which 19 met our inclusion criteria. Findings point to a clear lack of data on ASD and unmet health, social, and educational service needs among Indigenous children with ASD in Canada. ASD is also frequently discussed through a Western, deficit and medical discourse. The main contributors to the lack of data and unmet service needs relate to the historical positioning of colonial oppression, stigma, an overrepresentation of fetal alcohol spectrum disorder (FASD), lack of funding, and concerns about standardized diagnostic and assessment tools, and social determinants of health. Recommendations for policy, practice and research concerning Indigenous children with ASD are proposed.

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Section: The Hegemony 2 Of a Medical Worldviewmentioning

confidence: 99%

Section: The Hegemony 2 Of a Medical Worldviewmentioning

confidence: 99%

Section: The Hegemony 2 Of a Medical Worldviewmentioning

confidence: 99%

Section: The Hegemony 2 Of a Medical Worldviewmentioning

confidence: 99%

Section: The Invisibility Of Indigenous Children With Autismmentioning

confidence: 99%

See 3 more Smart Citations

Autism and Autism Services with Indigenous Families and Children in the Settler-Colonial Context of Canada: A Critical Scoping Review

Gerlach

Matthiesen

Moola

et al. 2022

CJDS

View full text Add to dashboard Cite

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Exploring Student and Teacher Perspectives on Well-being Development: A Mixed-methods Investigation

AZİZ,

MULYADİ,

MANGESTUTİ

et al. 2024

Participatory Educational Research

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Attaining and sustaining student well-being is an essential goal in educational practice. Schools have a strategic role to play in developing students' well-being. This study aims to examine the role of schools in developing student well-being and to explore students' and teachers' opinions about such development. This study used a mixed-method sequential explanatory design. Quantitative data was collected from one thousand nine hundred and seventy-two students from eleven junior high schools in East Java Province, Indonesia. Qualitative data were collected from four students and four teachers. Descriptive analysis and regression analysis techniques were used to analyse the quantitative data, while thematic analysis was used to analyse the qualitative data. The hypothesis that school climate affects students' well-being was accepted. This study also found that three school climate characteristics affect students' well-being: a sense of belonging, harmonious relationships, and positive student-teacher interactions. The results of this study suggest that the development of students' well-being can be promoted by creating a school climate that fits these three criteria. This research was only conducted at the secondary level. The use of subjects at various levels of education, ranging from the level of primary education to higher education, needs to obtain more in-depth information about the development of student well-being in school toward the future.

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School connectedness to support student mental health and wellbeing

Cited by 2 publications

References 1 publication

Autism and Autism Services with Indigenous Families and Children in the Settler-Colonial Context of Canada: A Critical Scoping Review

Autism and Autism Services with Indigenous Families and Children in the Settler-Colonial Context of Canada: A Critical Scoping Review

Exploring Student and Teacher Perspectives on Well-being Development: A Mixed-methods Investigation

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