School Leaders' Experiences and Perceptions around Student Reintegration after a Psychiatric Hospitalization
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| Title: | School Leaders' Experiences and Perceptions around Student Reintegration after a Psychiatric Hospitalization |
|---|---|
| Language: | English |
| Authors: | Yvetta Shepherd Grier |
| Source: | ProQuest LLC. 2024Ed.D. Dissertation, The University of North Carolina at Greensboro. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 113 |
| Publication Date: | 2024 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Secondary Education |
| Descriptors: | Mental Health, Secondary Schools, School Administration, Administrator Attitudes, Reentry Students, Psychiatric Hospitals, Educational Environment, Trauma Informed Approach, Educational Experience, Student School Relationship |
| ISSN: | 3837-0042 |
| ISBN: | 979-83-8370-042-6 |
| Abstract: | This qualitative study aimed to explore and understand educators' experiences with and perceptions of supporting students when they return to the secondary school setting after discharge from a psychiatric hospital. Schools are a significant post-discharge environment for the adolescent's experiences, meaning a seamless re-entry is one of the essential elements for the students' post-discharge adjustment (Savina & Simon, 2014). What has become all too prevalent is the need for purposeful and effective student reintegration back into school for intellectual, emotional, and social growth. Because the difficulties that young people face when attempting to re-enter the school environment can be insurmountable, it was useful to investigate how schools address the demands of these students. I recruited this study's participants from Ingleside, Kingsville, and Jackson Stone High Schools in the Odyssey School District. To ensure the privacy of participants and the confidentiality of the collected data, I changed the names of the district, schools, and participants. Each participant is a crucial school-based professional involved in managing students' reintegration into their schools. I conducted semi-structured interviews with open-ended, in-depth questions. The interview transcripts were then coded using standard qualitative research procedures to identify themes relevant to the study. The findings in my study underscore the urgent need for district and school-based interventions to address the mental health challenges students face. One critical finding is that there are issues associated with ineffective communication inside and outside the school environment. Parent and student engagement is necessary and a lifeline to form a trusting connection, creating an environment where people feel more comfortable and protected. Creating a defined re-entry protocol and a plan tailored to each student's needs and regularly reviewing it for any necessary modifications is a critical and essential intervention when a student returns to school. Returning students also needed individualized support to provide meaningful reentry. Importantly, I also found that ongoing professional development in areas specific to the demands of students returning post-psychiatric hospitalization is essential to support teachers who feel ill-prepared to manage students with behavioral health challenges. This training would give teachers the tools to feel confident and knowledgeable when engaging struggling students. The implications of this study point to the importance of recognizing the significance of efficient interpersonal interaction and the need for suitable approaches for addressing the demands of students with mental health difficulties. I conclude by sharing recommendations for the district and school-based staff about the importance of addressing communication issues, ensuring that school-based staff are sufficiently prepared/trained to support students, and developing written protocols to be followed during the re-entry process for students struggling with mental illness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31327707 |
| Accession Number: | ED659550 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: ED659550 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
| IllustrationInfo | |
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Schools are a significant post-discharge environment for the adolescent's experiences, meaning a seamless re-entry is one of the essential elements for the students' post-discharge adjustment (Savina & Simon, 2014). What has become all too prevalent is the need for purposeful and effective student reintegration back into school for intellectual, emotional, and social growth. Because the difficulties that young people face when attempting to re-enter the school environment can be insurmountable, it was useful to investigate how schools address the demands of these students. I recruited this study's participants from Ingleside, Kingsville, and Jackson Stone High Schools in the Odyssey School District. To ensure the privacy of participants and the confidentiality of the collected data, I changed the names of the district, schools, and participants. Each participant is a crucial school-based professional involved in managing students' reintegration into their schools. I conducted semi-structured interviews with open-ended, in-depth questions. The interview transcripts were then coded using standard qualitative research procedures to identify themes relevant to the study. The findings in my study underscore the urgent need for district and school-based interventions to address the mental health challenges students face. One critical finding is that there are issues associated with ineffective communication inside and outside the school environment. Parent and student engagement is necessary and a lifeline to form a trusting connection, creating an environment where people feel more comfortable and protected. Creating a defined re-entry protocol and a plan tailored to each student's needs and regularly reviewing it for any necessary modifications is a critical and essential intervention when a student returns to school. Returning students also needed individualized support to provide meaningful reentry. Importantly, I also found that ongoing professional development in areas specific to the demands of students returning post-psychiatric hospitalization is essential to support teachers who feel ill-prepared to manage students with behavioral health challenges. This training would give teachers the tools to feel confident and knowledgeable when engaging struggling students. The implications of this study point to the importance of recognizing the significance of efficient interpersonal interaction and the need for suitable approaches for addressing the demands of students with mental health difficulties. I conclude by sharing recommendations for the district and school-based staff about the importance of addressing communication issues, ensuring that school-based staff are sufficiently prepared/trained to support students, and developing written protocols to be followed during the re-entry process for students struggling with mental illness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31327707" linkWindow="_blank">https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31327707</link> – Name: AN Label: Accession Number Group: ID Data: ED659550 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 113 Subjects: – SubjectFull: Mental Health Type: general – SubjectFull: Secondary Schools Type: general – SubjectFull: School Administration Type: general – SubjectFull: Administrator Attitudes Type: general – SubjectFull: Reentry Students Type: general – SubjectFull: Psychiatric Hospitals Type: general – SubjectFull: Educational Environment Type: general – SubjectFull: Trauma Informed Approach Type: general – SubjectFull: Educational Experience Type: general – SubjectFull: Student School Relationship Type: general Titles: – TitleFull: School Leaders' Experiences and Perceptions around Student Reintegration after a Psychiatric Hospitalization Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yvetta Shepherd Grier IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: isbn-print Value: 979-83-8370-042-6 – Type: issn-print Value: 3837-0042 Titles: – TitleFull: ProQuest LLC Type: main |
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