Beth Cutrer

Even though todays childrens literature provides a wide range of topics, including
books on death and grief, and much has been done to represent children with disabilities
accurately and positively, there is still room for improvement. This descriptive study sought to
understand how individuals with disabilities were represented in 177 grief-themed childrens
books. Only seven books included representations of individuals with disabilities. Additionally, the
literary devices utilized in the books may inadvertently perpetuate inaccessibility to resources
about grief (Berns, 2004). When choosing books about grief and death, parents, caregivers, and
educators should incorporate concrete and unambiguous language. Taking time to listen and
answer questions can provide ongoing support and reassurance for those experiencing the death
of a loved one.

Literacy coaching, an effective professional development strategy for early childhood teachers, is a respected component in educational reform initiatives. This qualitative case study explored and described interactive processes between literacy coaches and Kindergarten teachers. In particular, this study focused on how established kindergarten teachers in four, diverse, rural impoverished schools in the southeastern United States exhibited initial resistance to literacy coaching. The data suggested that although relationship-focused strategies were important for all teachers, these strategies were essential for low-implementing, initially resistant teachers. Additionally, teachers who were low-implementing, initially resistant required intensive strategies to address cross-cultural challenges and to leverage principal’s support in positive ways. Although building relationships required trust, improving teaching skills required navigating resistance and bridging differences between the coach and teacher.

On April 20, 1999, two Columbine High School students started a shooting rampage, ultimately killing 12 students and one teacher, wounding 21 victims, then completing suicide. Using media frame analysis (MFA), we examined 265 transcribed major network television news stories aired during the 48 hours following the shooting. In these stories, we investigated the frequency of warning signs of youth violence. Though later disputed, stories included warning signs that fortified the myth of the juvenile superpredator. Television news coverage of school shootings often spotlights perpetrators, fuels false narratives, creates an inflated sense of risk and vulnerability, and fails to place such events in the larger context of youth violence. We urge professionals to contextualize news stories within a broader framework of youth violence; to support fact-based communication between the media, school administrators, and law enforcement; to eliminate the spotlight on perpetrators; and to carefully consider reactionary responses that are not evidence-based nor proven effective.

This study explored subjective experiences of Native American high school students as they described factors that facilitated or detracted from their efforts to graduate from high school. Interviews with 12 Native American high school juniors and seniors who had grown up on reservations identified five themes related to their persistence in high school: external influences of faculty support, structured social support, and family support, with more internalized themes of motivation to improve and experiences with racism. The results, discussed using an autoethnographic approach, indicated needs for (a) clear academic expectations between the school district and the tribal liaisons, (b) multicultural training to foster positive relationships between teachers and students from primary through secondary school, and (c) structured college preparatory instruction designed for Native American students. Results also indicated a need for further research into the educational experiences of multiethnic students. Study limitations and implications are addressed.

Historically, disaster response efforts have focused primarily on basic physical survival and safetyaddressing medical emergencies and ensuring adequate shelter and supplies of food and water. However, in addition to physical survival, relief efforts must also consider strategies to promote emotional healing and psychological well-being. In particular, those who intervene must consider the acceptability of intervention strategies, taking into account survivors cultural background, religious customs, and spiritual beliefs. This article offers recommendations to better align school-based therapeutic interventions with childrens religious and spiritual beliefs.

Video clips (2 minutes or less in length) are summarized to demosntrate examples of socail skills for young children.

Over 350 languages are spoken in the United States, and over 7,000 known languages are spoken around the world. Considering such linguistic diversity, effectively communicating within and across nations and communities is challenging. This chapter includes several issues to consider when translating and distributing mental health assessment instruments and surveys, gathering and interpreting data from translated instruments, and using the data to change policy and practice. Ultimately, data should inform policy and assist communities/countries in monitoring and tracking progress on mental health issues. A list of resources identifies several critical issues that help inform translation practice across cultures and languages.

After their parent’s suicide, children often have difficulty talking openly about suicide. Although research supports bibliotherapy as a strategy to increase understanding and communication about death, no bibliotherapy studies specifically address parental suicide. We gave a focus group of five paraprofessionals 15 children’s picture books addressing grief, parental suicide, and<br>emotional expression. We asked their opinions about which storybooks facilitate children’s communication about death, specifically a parent’s suicide. Paraprofessionals emphasized individualizing treatment to fit the child’s specific circumstances, recommending the books that honestly portray suicide, show a way forward, provide hope, and assure children that they are not alone. Of the provided books, the most highly recommend were Bart Speaks Out: Breaking the Silence on Suicide and After a Suicide Death: A Workbook for Grieving Kids.

Children often have difficulty talking openly about a parent’s suicide. Bibliotherapy can help, but no bibliotherapy studies address parental suicide. We gave a focus group (5 paraprofessionals) 15 children’s books addressing grief, parental suicide, and emotional expression, asking them which books were most helpful. They emphasized individualizing treatment to fit the child, recommending the books that honestly portrayed suicide, showed a way forward, provided hope, and assured children that they are not alone. The most highly recommend books were <i>Bart Speaks Out: Breaking the Silence on </i><i>Suicide</i> and <i>After a Suicide Death: A Workbook for Grieving Kids</i>.

Children who experience a parents suicide are vulnerable to an increased risk for mental health disorders and suicide attempts. In this study, 17 adults, each a child survivor of their parents suicide, shared their perceptions of support following the suicide. Helpful experiences included opening communication about suicide and offering individualized support. Unhelpful experiences included judgment and blame, silence regarding suicide, and a heightened awareness of the surviving parents challenges. Individuals most helpful in meeting the childs needs included those with preexisting relationships. In particular, our findings emphasize the critical need for honest, open, and age-appropriate communication about the parents suicide.

Children who experience a parents suicide are vulnerable to an increased risk for mental health disorders and suicide attempts. In this study, 17 adults, each a child survivor of their parents suicide, shared their perceptions of support following the suicide. Helpful experiences included opening communication about suicide and offering individualized support. Unhelpful experiences included judgment and blame, silence regarding suicide, and a heightened awareness of the surviving parents challenges. Individuals most helpful in meeting the childs needs included those with pre-existing relationships. In particular, our findings emphasizes the critical need for honest, open, and age-appropriate communication about the parents suicide.

Children who experience a parents suicide are vulnerable to an increased risk for mental health disorders and suicide attempts. In this study, 17 adults, each a child survivor of their parents suicide, shared their perceptions of support following the suicide. Helpful experiences included opening communication about suicide and offering individualized support. Unhelpful experiences included judgment and blame, silence regarding suicide, and a heightened awareness of the surviving parents challenges. Individuals most helpful in meeting the childs needs included those with pre-existing relationships. In particular, our findings emphasizes the critical need for honest, open, and age-appropriate communication about the parents suicide.

Currently, the vast majority of schools crisis handouts are only available in English, with isolated districts offering a few handouts that are translated into other languages. By preparing translations of a basic educational handout for non-English speaking parents, the main objective of our project was to increase cultural sensitivity in school-based crisis intervention. A basic handout was designed to become part of school-based crisis intervention materials, expanding schools ability to communicate with non-English speaking parents and to more effectively support childrens mental health needs. Following a natural disaster these efforts would assist in stabilizing schools, families, and impacted communities. Tapping into Brigham Young University students cultural and linguistic skills, translations of a brief crisis intervention handout would provide NES parents with basic information regarding how to support childrens emotional needs following a natural disaster.

After their parent’s suicide, children often have difficulty talking openly about suicide. Although research supports bibliotherapy as a strategy to increase understanding and communication about death, no bibliotherapy studies specifically address parental suicide. We gave a focus group of five paraprofessionals 15 children’s picture books addressing grief, parental suicide, and emotional expression. We asked their opinions about which storybooks facilitate children’s communication about death, specifically a parent’s suicide. Paraprofessionals emphasized individualizing treatment to fit the child’s specific circumstances, recommending the books that honestly portray suicide, show a way forward, provide hope, and assure children that they are not alone. Of the provided books, the most highly recommend were <i>Bart Speaks Out: Breaking the Silence on Suicide </i>and <i>After a Suicide Death: A Workbook for Grieving Kids</i>.

Many state education agencies provide supports for local education agencies (LEAs) that are implementing tiered frameworks or Multi-Tiered Systems of Support (MTSS). With a 61% response rate to an online survey, 35 LEA-level systems coaches identified what state-level supports were helpful in facilitating MTSS implementation. Responses highlighted the importance of state coaches knowing the LEAs needs, which was most likely to occur when state coaches attended onsite meetings, met with district leaders, reviewed data, and actively problem solved with the LEA. Participants indicated that the monthly meetings led by the state coaches for the local implementers were difficult to attend and may not have been as helpful as hoped. The online modules which were intended to create foundational understanding, were not as beneficial as the annual conferences. Implications for practice include the importance of connecting coaching practices to the specific needs of the LEA and providing funding for professional development.