Emotional Behavior Disorder, Mental Health, and Well-Being
Scroll below to select research from the following scholars
Dr. Cheryl Anderson
Title: Media Specialist/ PBIS Coach
Research Topic: Emotional Behavioral Disorder Students and The Need For Psychological (Mental Health) Services
Institution: Capella University
Committee Chair: Bonita Wilcox, Ph.D.
Abstract: Over the years, concern has often been expressed about the rights of children with disabilities to have a free and appropriate public education. The right to this education and related services is grounded in the Individuals with Disabilities Education Act (IDEA). States receiving funds because of IDEA must follow the mandate concerning the education of children with disabilities. This mandate calls for school age children with disabilities to receive an education with related services necessary to their education at no expense to their parents. Children with emotional and behavioral difficulties (EBD) present special challenges to parents, teachers and other professionals. With these challenges present, this dissertation investigated to see if the needs of Emotional Behavior Disorder students were being met in an interrelated classroom setting. It was the intent of this research to question the Free Appropriate Education (FAPE) that is afforded these students through IDEA. It brings into focus the significance of providing psychological or mental health services within the schools. Teachers and parents see a need for EBD students to receive mental health services. Directors believe that EBD students need further assistance. According to the data collected, EBD students are not receiving the related services mandated by IDEA.
Click the link below to download the study.
Title: Media Specialist/ PBIS Coach
Research Topic: Emotional Behavioral Disorder Students and The Need For Psychological (Mental Health) Services
Institution: Capella University
Committee Chair: Bonita Wilcox, Ph.D.
Abstract: Over the years, concern has often been expressed about the rights of children with disabilities to have a free and appropriate public education. The right to this education and related services is grounded in the Individuals with Disabilities Education Act (IDEA). States receiving funds because of IDEA must follow the mandate concerning the education of children with disabilities. This mandate calls for school age children with disabilities to receive an education with related services necessary to their education at no expense to their parents. Children with emotional and behavioral difficulties (EBD) present special challenges to parents, teachers and other professionals. With these challenges present, this dissertation investigated to see if the needs of Emotional Behavior Disorder students were being met in an interrelated classroom setting. It was the intent of this research to question the Free Appropriate Education (FAPE) that is afforded these students through IDEA. It brings into focus the significance of providing psychological or mental health services within the schools. Teachers and parents see a need for EBD students to receive mental health services. Directors believe that EBD students need further assistance. According to the data collected, EBD students are not receiving the related services mandated by IDEA.
Click the link below to download the study.
| cheryldissertation_33.pdf |
X: @brandonframe
Dr. Brandon M. Frame (X: @brandonframe)
Title: Founder and Chief Visionary Officer of TheBlackManCan, Inc.
Research Topic: Moving from Intent to Impact: The Voices of SEL Directors in Implementing Social Emotional Learning
Institution: Boston University
Committee Chair: Pipier Smith-Mumford, Ph.D.
Abstract: This dissertation presents a phenomenological qualitative study that examines the lived experiences of six Social and Emotional Learning (SEL) Directors representing county, urban, and suburban school districts. The study aims to explore the perspectives, challenges, and strategies of SEL Directors in implementing SEL programs district-wide. The study gathered rich data from the six SEL Directors through in-depth qualitative interviews, enabling a comprehensive examination of their experiences. The findings of this research contribute to the generalizability of the study for the field of SEL. They underscore the complex nature of the SEL Director role, revealing commonalities and unique challenges across different school districts. Participants demonstrated unwavering dedication and passion for fostering social and emotional skill development among students and staff. However, they also faced common obstacles, such as limited resources, SEL and Academic integration, resistance to change, and the need to balance competing priorities. Additionally, the study uncovers the significant role of SEL Directors in planning for district-wide coherence and alignment of SEL xi implementation. By amplifying the voices of SEL Directors, this research provides valuable insights and contributes to the ongoing discourse on SEL implementation. It seeks to support the continuous improvement of SEL programs and enhance adults' and students' social and emotional skills across diverse educational settings.
Click the link below to download the study.
Title: Founder and Chief Visionary Officer of TheBlackManCan, Inc.
Research Topic: Moving from Intent to Impact: The Voices of SEL Directors in Implementing Social Emotional Learning
Institution: Boston University
Committee Chair: Pipier Smith-Mumford, Ph.D.
Abstract: This dissertation presents a phenomenological qualitative study that examines the lived experiences of six Social and Emotional Learning (SEL) Directors representing county, urban, and suburban school districts. The study aims to explore the perspectives, challenges, and strategies of SEL Directors in implementing SEL programs district-wide. The study gathered rich data from the six SEL Directors through in-depth qualitative interviews, enabling a comprehensive examination of their experiences. The findings of this research contribute to the generalizability of the study for the field of SEL. They underscore the complex nature of the SEL Director role, revealing commonalities and unique challenges across different school districts. Participants demonstrated unwavering dedication and passion for fostering social and emotional skill development among students and staff. However, they also faced common obstacles, such as limited resources, SEL and Academic integration, resistance to change, and the need to balance competing priorities. Additionally, the study uncovers the significant role of SEL Directors in planning for district-wide coherence and alignment of SEL xi implementation. By amplifying the voices of SEL Directors, this research provides valuable insights and contributes to the ongoing discourse on SEL implementation. It seeks to support the continuous improvement of SEL programs and enhance adults' and students' social and emotional skills across diverse educational settings.
Click the link below to download the study.
| frame_bu_0017e_18617.pdf |