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11 results on '"Sprecher, Katharine"'

1. Identifying Essential Components of School-Linked Mental Health Services for Refugee and Immigrant Children: A Comparative Case Study

Author

McNeely, Clea A., Sprecher, Katharine, Bates-Fredi, Denise, Price, Olga Acosta, and Allen, Chenoa D.

Abstract

Background: Foreign-born children rarely use traditional school mental health services. Comprehensive programs that combine mental health services with academic, economic, and socioemotional supports reach more foreign-born children and improve well-being. However, little practical guidance exists regarding how to best combine these diverse services. Methods: To identify essential service components and their organization, we interviewed 92 parents, school staff, mental health providers, and community agency staff from 5 school-linked mental health programs designed specifically to serve immigrant and refugee youth. Results: Foreign-born parents did not distinguish between academic, behavioral, and emotional help for their children; these western categorizations of functioning were not meaningful to them. Consequently, programs needed to combine 4 components, organized in a pyramid: family engagement, assistance with basic needs, assistance with adaptation to a new culture, and emotional and behavioral supports. Family engagement was the foundation upon which all other services depended. Assistance with economic and cultural stressors directly promoted emotional well-being and helped parents trust clinical mental health interventions. Conclusions: Specific strategies to implement the 4 essential components include home visits by program staff, a one-stop parent center located in the school to help with basic needs, working with cultural brokers, and informed consent procedures that clearly explain recommended care without requiring immigrant and refugee parents to internalize western conceptualizations of psychopathology. Future evaluations should assess the cost and effectiveness of these strategies. These data are essential to advocate payment for these nonclinical services by traditional funding mechanisms.

Published
2020
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4. Preparing teacher-researchers for local-global, multicultural classrooms: prospects for postcritical and feminist qualitative methodologies

Author

Sprecher, Katharine

Subjects
Multiculturalism -- Analysis -- Social aspects -- Methods, Emigration and immigration -- Analysis -- Social aspects -- Methods, Teachers -- Analysis -- Social aspects -- Methods, Globalization -- Analysis -- Social aspects -- Methods, Education, Sociology and social work
Abstract

Student populations in the U.S. are becoming increasingly diverse, as global migration and immigration bring greater numbers of people from around the world to our already multicultural communities and schools [...]

Published
2013

6. Identifying Essential Components of School‐Linked Mental Health Services for Refugee and Immigrant Children: A Comparative Case Study.

Author

McNeely, Clea A., Sprecher, Katharine, Bates‐Fredi, Denise, Price, Olga Acosta, and Allen, Chenoa D.

Subjects
*COGNITIVE therapy, *COMPARATIVE studies, *IMMIGRANTS, *INTERVIEWING, *RESEARCH methodology, *CASE studies, *MENTAL health services, *POVERTY, *REFUGEES, *RESEARCH funding, *STATISTICAL sampling, *SCHOOL health services, *QUALITATIVE research, *JUDGMENT sampling, *SOCIAL support, *DATA analysis software, *CHILDREN
Abstract

BACKGROUND: Foreign‐born children rarely use traditional school mental health services. Comprehensive programs that combine mental health services with academic, economic, and socioemotional supports reach more foreign‐born children and improve wellbeing. However, little practical guidance exists regarding how to best combine these diverse services. METHODS: To identify essential service components and their organization, we interviewed 92 parents, school staff, mental health providers, and community agency staff from 5 school‐linked mental health programs designed specifically to serve immigrant and refugee youth. RESULTS: Foreign‐born parents did not distinguish between academic, behavioral, and emotional help for their children; these western categorizations of functioning were not meaningful to them. Consequently, programs needed to combine 4 components, organized in a pyramid: family engagement, assistance with basic needs, assistance with adaptation to a new culture, and emotional and behavioral supports. Family engagement was the foundation upon which all other services depended. Assistance with economic and cultural stressors directly promoted emotional wellbeing and helped parents trust clinical mental health interventions. CONCLUSIONS: Specific strategies to implement the 4 essential components include home visits by program staff, a one‐stop parent center located in the school to help with basic needs, working with cultural brokers, and informed consent procedures that clearly explain recommended care without requiring immigrant and refugee parents to internalize western conceptualizations of psychopathology. Future evaluations should assess the cost and effectiveness of these strategies. These data are essential to advocate payment for these nonclinical services by traditional funding mechanisms. [ABSTRACT FROM AUTHOR]

Published
2020
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9. Letters.

Author

Marks, Simon, Massing, Michael, Kohl, Herbert, Leverich, Jeffrey, Ravani, Gary, Sprecher, Katharine, and Goodman, Ken

Subjects
LETTERS to the editor, UNITED States education system, PRESS
Abstract

Presents letters to the editor referencing articles and topics discussed in the previous issues of the journal "The Nation." Comments on criticism of crisis in Kosovo, Serbia by Michael Massing, a media critic; Discussion on the role of education and educators in the United States; Reference to press controls and restrictions on the U.S. reporters.

Published
1999

11. Decolonial Multiculturalism and Local-global Contexts: A Postcritical Feminist Bricolage for Developing New Praxes in Education

Author

Sprecher, Katharine Matthaei

Subjects
decolonial, multicultural, refugee, education, feminist, bricolage, Bilingual, Multilingual, and Multicultural Education, Curriculum and Instruction, Curriculum and Social Inquiry, Educational Psychology, Educational Sociology, Elementary and Middle and Secondary Education Administration, Elementary Education and Teaching, Inequality and Stratification, Other Social and Behavioral Sciences, Other Teacher Education and Professional Development, School Psychology, Social and Philosophical Foundations of Education, Student Counseling and Personnel Services, Urban Education
Abstract

This dissertation presents a conceptual bricolage that explores complex, reflexive, and interrelated dimensions of educational praxes. My work is grounded in the assertion that the ever-changing, local-global nature of contemporary societies requires new approaches to curricula, pedagogies, policies, and practices in U.S. schools to meet the challenges and opportunities of a global era. Presenting my research and findings as four articles, I begin with a dialectical analysis of theoretical and pedagogical literatures to develop an adaptable framework for decolonial multicultural education. In Article 1, I demonstrate how this framework synergizes aspects of social reconstructionist and critical multicultural, global, and decolonial educations, while re-emphasizing possibilities for relational learning in local-global classrooms. In Article 2, I examine a unique local-global context: the matriculation of resettled refugee children into host country schools. This project integrates the decolonial multicultural framework with literatures on ecological interventions for refugee students to address grief, trauma, loss, poverty, acculturation, and host culture hostilities. The theoretical frameworks are infused with considerations concerning children’s lived experiences as complex beings rooted in multiple, fluid, and intersecting contexts. In Article 3, I present a pilot case study on students with refugee status who attended a public school in the South. I discuss qualitative data from participant observations and staff interviews. Using the framework I developed in Article 2 for ecological, decolonial multiculturalism, this study discusses the emergent themes of teacher training, ecological interventions, deficit and assimilationist approaches, and hostile school peer relations. Finally, in Article 4 I argue for a shift in the teacher professional role to include systemic support for ongoing teacher research as a way to address the complexity, multiplicity, and reflexivity of local-global classrooms. I propose postcritical ethnography and feminist praxis-based methodologies as tools to help teacher-researchers learn about and respond to their students. My dissertation thus entails four articles interconnected by the theme of decolonial multicultural education, and enriches framework considerations by exploring the local-global contexts of students with refugee status, specific refugee students in a U.S. school, and potential uses of postcritical and feminist qualitative methodologies for decolonial multicultural teacher-researchers.

Published
2011

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