Diana Pineda

Universidad Pontificia Bolivariana

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Ron Avi Astor

University of California, Los Angeles

Rami Benbenishty

Universidad Andrés Bello

Stephanie L. Wrabel

Linda Jacobson

Park University

Gordon Capp

California State University, Fullerton

Betsy S. Vourlekis

University of Maryland, College Park

Lucelly López

Universidad Pontificia Bolivariana

Kathleen Ell

University of Southern California

Olga Sarabia

LAC+USC Medical Center

Julie A. Cederbaum

University of Southern California

Cooperative Institutions

Universidad Pontificia Bolivariana

Universidad de Antioquia

University of Southern California

Universidad Nacional de Colombia

Southern California University for Professional Studies

Municipality of Medellín

Universidad de Los Andes

Chapman University

Universidad de Los Andes

Industrial University of Santander

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School Staff Perceptions of Military-Connected Students in Civilian Public Schools: Implications for Teachers, Counselors, and School Staff

Military Behavioral Health (2017)

Gordon Capp Ron Avi Astor Rami Benbenishty Eugenia L. Weiss Diana Pineda

Nearly all public school districts serve some of the 4 million military-connected students in the United States. Little is known about the perceptions of school staff and their understanding of the challenges facing these students in their schools. Results from 4,616 California school staff in 2011 and 2013 indicate that many believe in their capacity to respond to the needs of these students. However, in many cases, they do not know whether particular challenges or assets exist. These results emphasize the importance of efforts to highlight the needs of this population and that school staff are integral sources of support.

School teachers

10.1080/21635781.2016.1272016

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Citations (21)

Abnormal Mammogram Follow‐up

Cancer Practice (2002)

Kathleen Ell Deborah K. Padgett Betsy S. Vourlekis Jan A. Nissly Diana Pineda

purpose: The purpose of this study was to test an intervention (the Screening Adherence Follow‐up Program [SAFe]) that was designed to reduce the number of known barriers to diagnostic follow‐up adherence and initiation of treatment among women with low incomes who had abnormal mammogram findings. description of program: The investigators developed and implemented a highly structured, theory‐ and evidence‐based intervention that combined health education, counseling, and systems navigation, which was delivered by a team consisting of a peer counselor and a social worker who held a masters degree. A scripted baseline telephone interview identified potential barriers to follow‐up adherence and provided counseling interventions for each patient. Patients were assigned to different service intensities based on the level of risk for nonadherence. Patients with significant mental health symptoms, psychosocial stressors, or who had received a diagnosis of cancer were referred to the team social worker for further assessment and intervention. Patients also received reinforcing telephone follow‐up calls at 6 and 12 months. results: An observational pilot study of SAFe (N = 605) in two large urban diagnostic centers showed that 71% of women receiving SAFe were Hispanic, 18% were Black, and 11% were from other ethnic backgrounds. Adherence rates through diagnostic resolution and the initiation of treatment for women who had received a diagnosis of cancer were 93% and 90%, respectively, at the two study sites. Rates of adherence among women who could not be located or who refused study consent were significantly lower (72% and 69%, respectively). The rate of timely adherence was also higher among the women served. Patient satisfaction with SAFe was generally high. clinical implications: Study results support the combining of interventions and the practical utility of a clinical decision‐making algorithm to determine individualized nonadherence risk and to assign service intensity based on individual need. Problems in locating women for enrollment were experienced.

Telephone counseling

Stressor

10.1046/j.1523-5394.2002.103009.x

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Citations (71)

Perceived Discriminatory Bullying Among Military-Connected Students Attending Public Schools

Military Behavioral Health (2014)

Hazel R. Atuel Tamika D. Gilreath Ron Avi Astor Julie A. Cederbaum Rami Benbenishty

This study explored discriminatory bullying among military-connected students (n = 14,512) attending secondary public schools. Compared to respondents with no military connection, participants with a parent in the military reported higher rates of discrimination based on race/ethnicity, religion, gender, sexual orientation, and physical/mental disability. Increasing number of deployments in the past 10 years was associated with increased likelihood of discrimination in all the models. The findings provide evidence that military-connected students feel bullied and discriminated against for a variety of reasons and that as the number of deployments increased, military-connected students’ reports of discriminatory bullying experiences increased as well.

10.1080/21635781.2014.910090

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Citations (8)

Well-Being and Suicidal Ideation of Secondary School Students From Military Families

Journal of Adolescent Health (2013)

Julie A. Cederbaum Tamika D. Gilreath Rami Benbenishty Ron Avi Astor Diana Pineda

10.1016/j.jadohealth.2013.09.006

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Citations (105)

Welcoming Older Students

Oxford University Press eBooks (2017)

Ron Avi Astor Linda Jacobson Stephanie L. Wrabel Rami Benbenishty Diana Pineda

While some practices typically used with young children—such as summer transition programs and home visits—can be adapted to accommodate older students, there are also strategies that specifically address the questions and concerns of middle and high school students and their parents. Often faced for the first time with multiple classes, these students are trying to find their place and adjust to new expectations in several classrooms, not just one. These campuses are also typically much larger, so students need additional time to learn their way around—one tour might not be enough. Even for students who aren’t moving to a new community, the transition into a middle or high school can be a stressful and uncertain time. So having a plan for providing extra support for students who are changing schools during these years can prevent students from struggling and feeling isolated. The Search Institute, a Minneapolis-based research organization, has identified 40 developmental assets that researchers say adolescents need to develop into healthy, caring, and responsible young adults. They are organized into external and internal assets. External assets include conditions such as positive family communication, providing service to others, and having positive adult role models. Internal assets refer to qualities such as being motivated to achieve, reading for pleasure, and having the skills to resist negative peer pressure. Educators working with students who are changing schools during their middle and high school years can consider ways to foster these assets when creating welcoming and transition-related programs and practices. Student leaders who assist in these programs, such as peer mentors and buddies, can also become familiar with these assets—to strengthen their own skills and to benefit students they are trying to support. A variety of strategies exist for welcoming new students who are transitioning during a time when they might be trying to figure out what interests them, what kind of friends they want, and how to solve problems without help from their parents.

Peer pressure

10.1093/oso/9780190845513.003.0012

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Partners at Learning: A Service-Learning Approach to Serving Public School Students from Military Families

Military Behavioral Health (2017)

Gordon Capp Rami Benbenishty Hadass Moore Diana Pineda Ron Avi Astor

The majority of 4 million United States military-connected students attend public schools, and many face various challenges that stem from factors related to military service. Schools can support these students through a positive school climate and attention to their needs. University service-learning programs can enhance the experiences of military-connected students. This study presents an evaluation of the Partners at Learning program, where undergraduate university students provided tutoring to underserved students, including military-connected students. Results show that Partners at Learning tutors reported greater awareness of the unique experiences of these military-connected students, increased understanding of diverse groups, and increased interest in social justice advocacy.

Service-Learning

10.1080/21635781.2017.1295002

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Citations (2)

Parental Involvement and Perceptions of School Climate in California

Urban Education (2017)

Ruth Berkowitz Ron Avi Astor Diana Pineda Kris Tunac DePedro Eugenia L. Weiss

Parental involvement plays a significant role in students’ social and academic outcomes. Nevertheless, systemic ways of gathering parental views have not been used or highlighted in the policy arena or the literature. Using data from the first major statewide survey of parents in California, drawn from the California School Parent Survey ( N = 15,829), this study examined parental perceptions of school climate, school problems, and school encouragement of parental involvement. The findings question the roles that schools, and federal, state, and local policymakers play in supporting active school involvement of parents and families from nondominant ethnicities in the community.

School Climate

10.1177/0042085916685764

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Citations (56)

Implementation of a School Districtwide Grassroots Antibullying Initiative: A School Staff and Parent–Focused Evaluation of Because Nice Matters

Children & Schools (2017)

Kris Tunac De Pedro Diana Pineda Gordon Capp Hadass Moore Rami Benbenishty

Military-connected youths experience stressful life events, including deployments and multiple school transitions, that make them vulnerable to bullying. Social workers have highlighted the power of grassroots school community initiatives that address risk issues among youths while empowering the community (see http://www.thecommunityguide.org). However, researchers have focused on evidence-based programs implemented in a top-down, prescriptive manner. Often, when programs are implemented across entire cities, some schools may not have the need for such programs or the ability to implement them effectively. This study presents a grassroots process in which a military-connected school used a data-driven approach to assess its needs and devise a school- and communitywide antibullying initiative, Because Nice Matters (BNM). The results, drawn from local data on bullying rates from one military-connected high school, suggested a decrease in various forms of bullying during the course of BNM. In addition, results from a survey of parents and teachers showed that BNM had enhanced bullying awareness. Overall, the study findings indicate the value of grassroots efforts and a whole-school mind-set in antibullying efforts, in which parents, teachers, and other school stakeholders work together to address bullying among all students, both military and non-military.

Grassroots

Nice

10.1093/cs/cdx008

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Citations (21)

The Role of Staff and Community Partners

Oxford University Press eBooks (2017)

Ron Avi Astor Linda Jacobson Stephanie L. Wrabel Rami Benbenishty Diana Pineda

One reason that student transition between schools hasn’t received the attention that it should is because schools traditionally have not had staff members directly in charge of assuring that welcoming and transition procedures are in place. Monitoring how students are adjusting to their new classes, routines, and peer groups can fall by the wayside until a problem arises. “Nobody owns that piece,” says Robin Harwick, a Seattle University researcher who previously worked at Treehouse, a nonprofit agency that provides educational services for children in foster care. Too often, she adds, educators don’t recognize that high mobility can negatively impact a student until behavior or academic issues surface. But Micah Jacobson, of the Boomerang Project, says that picture is beginning to change and schools are increasingly placing a counselor or other staff member in charge of transition-related activities. A variety of options are available to district leaders and school administrators who want to make sure that their schools are welcoming and that consistent practices focused on ensuring smooth transitions are being implemented. The following sections discuss some approaches that districts can explore to make sure someone is consistently attending to the needs of students and families in transition (Figure 9.1). One of the best ways to ensure that teachers and other staff members begin to think about how they can create more welcoming environments is to create a team that focuses on the topic. Jacobson notes that creating a team increases the likelihood that programs will be sustained when there is staff turnover. The North Carolina Department of Public Instruction has created a detailed transition planning guide that outlines steps for smooth transition from preschool through college and outlines some of the topics that can be addressed by a district-wide transition plan. These include planning professional development on the issue of transition, reviewing research-based practices, addressing issues of alignment as students move through grades, seeking input from families on their transition experiences, and recruiting volunteers to help with transition-related gatherings.

nobody

10.1093/oso/9780190845513.003.0014

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The Voices of Students and Parents

Oxford University Press eBooks (2017)

Ron Avi Astor Linda Jacobson Stephanie L. Wrabel Rami Benbenishty Diana Pineda

In addition to analyzing data on which students are moving and how often, educators can learn about the circumstances, needs, and experiences of new families and students by asking them directly. Online customer satisfaction surveys are becoming more common in school districts. District and school leaders are asking parents and students to rate their performance in a variety of areas, from their communication practices to the classroom environment. A 2013 report from Hanover Research suggests that these surveys coincide with the increasing level of competition in education spurred by the growing number of charter school options, magnet schools, and open enrollment policies in many districts. “As school attendance in charter and magnet settings is not determined by geographic boundaries, such schools must make efforts to satisfy parent and student ‘customers’ to ensure robust enrollments,” the report says. These surveys also show evidence of the influence that the business world has had on the education field. Business practices that can help schools improve the way they welcome new families will be discussed in Chapter 8, but it’s clear that schools are thinking more about how they serve students and their parents. While the use of surveys is growing, it’s far less common for districts to ask for feedback specifically about their enrollment procedures or how the schools handle the issue of transition in general. As part of the Welcoming Practices initiative, the Consortium districts surveyed parents to gather input on topics such as the registration process, the responsiveness of the staff, and the interest shown in meeting students’ individual needs. More than 1,400 parent responses were received, representing 2,300 children. On a 5-point scale, the parents indicated their level of agreement with statements such as: The school made my child feel like he/she was part of the school community. The school helped my child connect with other students. The school helped me connect to other families. The school helped connect me to services and resources in the community. The parents responded that, overall, they and their children felt welcomed by the school, giving ratings above a 4.

Attendance

10.1093/oso/9780190845513.003.0008

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