Social Work and Sexual Education in School

Breaz, Maria Alina; Tomiţă, Mihaela

doi:10.24250/jpe/1/2018/amb/mt

Cited by 3 publications

(3 citation statements)

References 1 publication

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“…6 8 23 Some children with complex educational needs have academic supports in place involving teaching staff who have the training to work with such students. 25 By contrast, a child with a physical illness, but no learning or intellectual disabilities, may return to their standard learning environment without the required resources to make their return seamless. Another explanation for the lack of a comprehensive school reintegration programme is that medical advances have outpaced the stakeholders involved in the design of such a programme.…”

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

School reintegration following hospitalisation for children with medical complexity and chronic disease diagnoses: a scoping review protocol

Burns¹,

Doering²,

Koller³

et al. 2023

Preprint

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Introduction Schools play a significant role in children’s social, emotional and intellectual well- being. For children with medical complexity (CMC) and chronic disease diagnoses (CDD), an absence from school due to prolonged hospitalisation places them at risk for greater social exclusion and poorer academic outcomes than their healthy counterparts. Processes that support the school reintegration of children with complex and chronic medical conditions currently lack consistency and identified evidence- based practices. This scoping review aims to integrate the relevant literature on current reintegration procedures as well as assess stakeholders’ perceived challenges related to children with CMC and CDD’s return to school following hospitalisation. Finally, information will be synthesised regarding parental and child involvement in reintegration strategies. Methods and analysis The current scoping review follows the five- stage framework proposed by Arksey and O’Malley (2005). The search syntax will be applied in Medline, Web of Science, PsycInfo, Education Resource, ERIC, CINAHL and SocIndex. Peer- reviewed journal articles will be included without the restriction of publication year or language. However, only children and adolescents aged 4–18 with CMC and CDD, who have been out of school for 2 weeks or more and reintegrated into a non- hospital school setting will be included. Articles will be screened by two authors based on the outlined eligibility criteria. Data will be summarised qualitatively and where applicable, visualisation techniques such as tables, graphs and figures will be implemented to address approaches, strategies and outcomes related to reintegration to school following hospitalisation. Ethics and dissemination The current study comprises available publications and does not collect primary data. For this reason, ethics approval is not necessary. The results of this scoping review will be prepared and submitted for publication in a peer- reviewed journal and presented at future conferences to key stakeholders focusing on educational accessibility and inclusion.

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Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

School reintegration following hospitalisation for children with medical complexity and chronic disease diagnoses: a scoping review protocol

Burns¹,

Doering²,

Koller³

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Mokslinių tyrimų apžvalga leidžia teigti, kad priešmokykliniame amžiuje svarbu ugdyti vaikų komunikavimo kompetenciją gebėjimą taikyti (ne)verbalines komunikavimo priemones, surasti bei suprasti informaciją, pateiktą sakytine ir rašytine kalba, ją pritaikyti bei perteikti kitiems -lemiančių sėkmingo ugdymo(si) ir gyvenimo galimybes (Trussell, Easterbrooks, 2013;Breaz, 2019;Turauskienė, Braslauskienė, 2020). Visiems prieinamo, socialiai teisingo, įtraukaus ir kokybiško švietimo svarba akcentuojama švietimo dokumentuose.…”

Section: P R I E š M O K Y K L I N I O U G D Y M O M O K Y T O J ų į ...unclassified

“…A review of the scientific research allows us to claim that it is important to develop children's communication competence at preschool age, because the communication competence developed (the ability to use non/verbal means of communication, to find and understand information presented in spoken and written language, and apply and convey it to others) opens up opportunities for successful education and life (Trussell, Easterbrooks, 2013;Breaz, 2019;Turauskienė, Braslauskienė, 2020). The importance of accessible, socially just, inclusive and quality education for all is emphasised in educational documents.…”

Section: Introductionmentioning

confidence: 99%

Preschool Teachers’ Experiences of Inclusive Education in Developing Children’s Communication Competence

Braslauskienė¹,

Turauskienė²

2023

Regional Formation and Development Studies

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Processes of inclusiveness in the implementation of education, trends, and the prevailing experiences of creating inclusion in educational institutions, in the life of an institution’s community, and in educational practice, have created new challenges and opportunities for teachers. The following article shows preschool teachers’ experiences of inclusive education in developing children’s communication competence. A qualitative research strategy was chosen for the empirical study. Preschool teachers, who work in the inclusive education group and have experience of working with children with autism spectrum disorders, participated in a semi-structured interview. Teachers’ experience of inclusive education has been analysed on the basis of the following aspects: an assessment of the situation in the context of inclusive education; the organisation of children’s communication competence activities in inclusive education; preschool teachers’ feelings and their experiences; and the advantages and disadvantages of inclusive education experiences in developing children’s communication competence. The research findings show that it is difficult for teachers to work in inclusive education groups, because educational institutions lack specialists, teachers lack competencies, motivation and educational tools, and parents are not satisfied with the educational situation.

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Research on school social work methodology based on predictive control and architectural innovations

2024

Applied Mathematics and Nonlinear Sciences

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This study focuses on innovations in school social work methods and explores applying predictive control-based models to effectively support and improve students’ mental health and behavioral development. The XGBoost algorithm and support vector machine were employed to predict students’ mental health. The study was influenced by physiological, self, family, school, social, and network factors, and a questionnaire was developed based on the SCL-90 Symptom Self-Rating Scale. A validity rate of 94.32% was achieved by collecting 432 valid questionnaires. The results indicated a significant positive correlation between the influencing factors and students’ mental health, with physiological and family factors being the most influential. An AUC value of 93.6% and an accuracy rate of 93.9% were achieved by the XGBoost-SVM model when predicting students’ mental health. The prediction model can update students’ mental health status in real-time and provide an effective predictive control tool for school social work.

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Social Work and Sexual Education in School

Cited by 3 publications

References 1 publication

School reintegration following hospitalisation for children with medical complexity and chronic disease diagnoses: a scoping review protocol

School reintegration following hospitalisation for children with medical complexity and chronic disease diagnoses: a scoping review protocol

Preschool Teachers’ Experiences of Inclusive Education in Developing Children’s Communication Competence

Research on school social work methodology based on predictive control and architectural innovations

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