Critical language teacher education (Hawkins & Norton, 2009) describes an approach to TESOL teach... more Critical language teacher education (Hawkins & Norton, 2009) describes an approach to TESOL teacher preparation that explicitly attends to the structures of schooling and society that privilege some groups over others. More than presenting methods or theories of TESOL in isolation, the intention of a critical approach is to foster awareness of local policies and practices in relation to possible teacher action for equity—essential for those in the position of welcoming and supporting English learners in US schools. This article explores how this approach was enacted in a domestic travel course for ESL teachers focused on the education of students of refugee backgrounds, an area underdeveloped in teacher education. Implications for TESOL teacher preparation in general, and for TESOL teacher professional learning about refugees specifically, are discussed.
In response to the threat of school shootings, lockdown drills have become commonplace in K–12 sc... more In response to the threat of school shootings, lockdown drills have become commonplace in K–12 schools throughout the United States. Educators, parents, and others continue to debate the potential disruptive and traumatizing impact drills have on children. A small number of quantitative studies have examined the effects of lockdown drills on students’ perceptions of safety, preparedness for crises, and fear and anxiety. Less is known about children’s actual lived experiences of lockdown drills. This pilot child-centered qualitative study explored how children ages eight to 11 thought and felt about their experiences of school lockdown drills. Fear was found to be their common emotional response to the drill and, to a lesser extent, so were feelings of safety, annoyance, and excitement. Although children were found to have good understanding of what to do in lockdown drills, they were not always clear about what the purpose of the drills was and what threats the drills were intended ...
While many people may need additional support during and after a disaster, people with substance ... more While many people may need additional support during and after a disaster, people with substance use disorders often have specific needs including access to support networks and medical and mental health services. However, these needs are often unknowingly overlooked or misunderstood. This chapter focuses on two primary areas: (1) needs of people in recovery from substance use disorders during and after disasters and (2) people who are substance users and not in recovery. This chapter will also illustrate what disasters are, the systems by which disaster mental health professionals are expected to function in, and the context for which practitioners will be working. Disaster and crisis, by its very nature, is chaotic and destabilizing. Often, practitioners will be working in less than optimal environments. Maintaining flexibility and a team environment enables practitioners to effectively implement disaster mental health services including for people with substance use disorder (SUD).
Disaster mental health (DMH), also referred to as disaster behavioral health, and crisis interven... more Disaster mental health (DMH), also referred to as disaster behavioral health, and crisis intervention more broadly, is a significant, yet relatively nonstandardized response system in the United States. Higher education can play a critical role in shifting understanding of DMH, its place within emergency management, and skills building among students. With the increased need for qualified DMH practitioners growing, the academy is uniquely positioned to train students as they become our future responders. Movement toward standardized curriculum and certification programs within schools of social work and emergency management can alleviate lack of knowledge and training as well as better prepare emergency managers and behavioral health professionals to respond to the emotional and mental wellbeing of those impacted by disasters (natural or human-caused).
New Directions in Treatment, Education, and Outreach for Mental Health and Addiction
Stigmas associated with addiction and being labeled a “drug addict” or “alcoholic” can serve as b... more Stigmas associated with addiction and being labeled a “drug addict” or “alcoholic” can serve as barriers to care, cost people their lives, destroy communities and families, and create levels of shame and despair. In this chapter, we will explore how stigmas have had a negative impact on the lives of people with substance use disorder and examples of programs that focus on destigmatization. Stigmas run deep when it comes to addiction. Whether it is the person in recovery constantly is being asked why she doesn’t drink or the person who is addicted to opioids, but isn’t ready to seek help because he couldn’t possibly be a “drug addict.” Because of stigmas, people often wait years before admitting they have a problem. Recovery should be a source of pride and serve as an example to others seeking help for addiction. The opposite has happened however. Misinformation, misunderstanding, and a complex mix of stereotypes play a role in creating stigmas in the addiction population. Armed with better understanding and advocacy, mental health professionals can play a key role in destigmatizing addiction and substance use.
Critical language teacher education (Hawkins & Norton, 2009) describes an approach to TESOL teach... more Critical language teacher education (Hawkins & Norton, 2009) describes an approach to TESOL teacher preparation that explicitly attends to the structures of schooling and society that privilege some groups over others. More than presenting methods or theories of TESOL in isolation, the intention of a critical approach is to foster awareness of local policies and practices in relation to possible teacher action for equity—essential for those in the position of welcoming and supporting English learners in US schools. This article explores how this approach was enacted in a domestic travel course for ESL teachers focused on the education of students of refugee backgrounds, an area underdeveloped in teacher education. Implications for TESOL teacher preparation in general, and for TESOL teacher professional learning about refugees specifically, are discussed.
In response to the threat of school shootings, lockdown drills have become commonplace in K–12 sc... more In response to the threat of school shootings, lockdown drills have become commonplace in K–12 schools throughout the United States. Educators, parents, and others continue to debate the potential disruptive and traumatizing impact drills have on children. A small number of quantitative studies have examined the effects of lockdown drills on students’ perceptions of safety, preparedness for crises, and fear and anxiety. Less is known about children’s actual lived experiences of lockdown drills. This pilot child-centered qualitative study explored how children ages eight to 11 thought and felt about their experiences of school lockdown drills. Fear was found to be their common emotional response to the drill and, to a lesser extent, so were feelings of safety, annoyance, and excitement. Although children were found to have good understanding of what to do in lockdown drills, they were not always clear about what the purpose of the drills was and what threats the drills were intended ...
While many people may need additional support during and after a disaster, people with substance ... more While many people may need additional support during and after a disaster, people with substance use disorders often have specific needs including access to support networks and medical and mental health services. However, these needs are often unknowingly overlooked or misunderstood. This chapter focuses on two primary areas: (1) needs of people in recovery from substance use disorders during and after disasters and (2) people who are substance users and not in recovery. This chapter will also illustrate what disasters are, the systems by which disaster mental health professionals are expected to function in, and the context for which practitioners will be working. Disaster and crisis, by its very nature, is chaotic and destabilizing. Often, practitioners will be working in less than optimal environments. Maintaining flexibility and a team environment enables practitioners to effectively implement disaster mental health services including for people with substance use disorder (SUD).
Disaster mental health (DMH), also referred to as disaster behavioral health, and crisis interven... more Disaster mental health (DMH), also referred to as disaster behavioral health, and crisis intervention more broadly, is a significant, yet relatively nonstandardized response system in the United States. Higher education can play a critical role in shifting understanding of DMH, its place within emergency management, and skills building among students. With the increased need for qualified DMH practitioners growing, the academy is uniquely positioned to train students as they become our future responders. Movement toward standardized curriculum and certification programs within schools of social work and emergency management can alleviate lack of knowledge and training as well as better prepare emergency managers and behavioral health professionals to respond to the emotional and mental wellbeing of those impacted by disasters (natural or human-caused).
New Directions in Treatment, Education, and Outreach for Mental Health and Addiction
Stigmas associated with addiction and being labeled a “drug addict” or “alcoholic” can serve as b... more Stigmas associated with addiction and being labeled a “drug addict” or “alcoholic” can serve as barriers to care, cost people their lives, destroy communities and families, and create levels of shame and despair. In this chapter, we will explore how stigmas have had a negative impact on the lives of people with substance use disorder and examples of programs that focus on destigmatization. Stigmas run deep when it comes to addiction. Whether it is the person in recovery constantly is being asked why she doesn’t drink or the person who is addicted to opioids, but isn’t ready to seek help because he couldn’t possibly be a “drug addict.” Because of stigmas, people often wait years before admitting they have a problem. Recovery should be a source of pride and serve as an example to others seeking help for addiction. The opposite has happened however. Misinformation, misunderstanding, and a complex mix of stereotypes play a role in creating stigmas in the addiction population. Armed with better understanding and advocacy, mental health professionals can play a key role in destigmatizing addiction and substance use.
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