Coping Mechanisms Of Students Reintegrating To Public Education From Alternative Schools Or Drug Rehabilitation Centers
Introduction
Presentation of Topic
This study aims to assess the most prevalent coping mechanism of students reintegrating to public education from alternative schools or drug rehabilitation centers. The study will be able to provide insights of how coping mechanisms are formulated and applied by the target population. Secondly, the study will also aim to establish possible standards for successful outcomes for effective coping mechanisms. In accomplishing these objectives, the research will be able determine effective coping mechanisms and effectively incorporate them into intervention programs.
Literature Review
According to Marshall and associates (2000), coping with delinquency or victimization are enhanced by cultivating a positive environment and creating access to social support systems. This reinforces social values and norms, communicating the impact of previous actions and compelling corrective measures. Their study which focused on adult offenders who were also juvenile victims early in their life show that they lacking coping skills or resources to deal with stress or harm resulting from the said experiences. However, Frye and Karney (2002) point that this can have a number of challenges. One of the primary considerations that have to be considered how clients evaluate their relationships through social and temporal comparisons. Their study concluded that proximity and accuracy of relationship evaluation are key considerations that their subjects used to identify the relationships that they identify as productive in their rehabilitation. In this light, it is suggested that the development of coping mechanisms are relative and subjective.
Thus, in an effort to identify factors that can be developed into treatment and intervention protocols, researchers have shifted their focus from investigating characteristics of children who are perceived to have more effective coping skills to identifying the methodologies that promote and enhance effective coping mechanisms given normative conditions (Davey et al, 2003). Using cluster analysis they concluded that positive coping was also associated with compensatory mechanisms for adolescents who were high on disagreeableness and emotional instability. These findings suggest that there may be different compensatory mechanisms operating for (p. 360). In a similar, Stepleman and her associates (2005) point out that coping orientations are also influenced by counseling variables. Their study on the structure of helping and coping orientations showed that developing attachments and attributions impact the reliability and structure of mechanisms related to coping style and self-efficacy.
These factors can be even more critical when coping mechanisms encounter conflicts such as stress, particular if they correlate to an individuals sense of identity or encroach on ones sense of safety (Hawley et al, 2007). At the same time, in relation to the study developed by Frye and Karney (2002), there is evidence that evaluation of relationships through social and temporal comparisons have a socio-cultural context and thus, there is a need to develop sensitivity for demographic elements as a criterion for developing conclusions. Consequently, this highlights the importance of investigating ethnic differences independently when conducting cross-ethnic research (Hawley et al, 2007, p. 283). This can also be extended to cases where clients have special condition such as ADHD (attention-deficit hyperactivity disorder) which can impair the ability to sustain application of skill systems such as coping mechanisms. Hampel and her associates (2008) concluded that an impaired interpersonal coping style in ADHD and point to the potential benefit of stress management and social skills trainings.
This has also motivated researchers and program developers to look for intervention components that can anchor an individuals coping mechanisms. One of the strategies that have been recognized as essential in reintegration is increasing group identification (Wann et al, 2008). Research indicates that group identification can have a significant impact when retroactive pessimism, lowering ones evaluations of a groups chances for success after a failed competition, is used as a coping method. The conclusion was that pessimism for efforts deteriorate proportionately with degree of personal investment and rate of failure. One implication is that when coping mechanisms fail during reintegration from special or controlled scenarios to mainstream ones, the perception of failure is higher than it would be in normative situations. This further increases the need to develop research that can support the development of effective coping mechanisms to prevent recidivism or loss of confidence in being effectively reintegrated.
Today, psychologists, case managers and or social workers have become very creative in how they help clients to develop coping mechanisms. They are motivated by the belief that clients need to be able to express themselves and come out of their shell so that they can socialize more effectively and develop relationship networks for support. Findlay and associates (2009) point out that psychosocial maladjustment in childhood can impair subsequent coping strategies and social function. This is also an indication that though some coping mechanisms may be considered by clients to effective for them, case managers or psychologists must make sure that the coping mechanism used does not utilize an over-reliance on internalizing coping. Miranda and Claes (2009) suggest activities such as music listening which they associate higher capacity for psychosocial development and adjustment. Joudrey and Wallace (2009), effective coping resource and mechanisms have to be active or at the very least, are monitored continuously. They suggest that participating in active and social leisure activities or taking a vacation are important in reducing lawyers depression, whereas participating in passive leisure is not (p. 195).
Research Questions
What coping mechanism are students re-entering public education from alternative schools or drug rehab centers
How do students formulate their coping strategies
What issues do these coping strategies primarily address
Are these coping mechanisms effective in easing students transition
What are the standards of effectiveness
How can success measured
How can students preference in coping mechanism be supported by school programs
Does external support improve the effectiveness of coping strategies
Can support systems be institutionalized effectively
Definitions
Alternative schools Non-traditional educational setting that incorporate behavioral, psychological or emotional conditions or concerns
Behavior modification the implementation of program or regimen to change observable perceptions, reactions or actions
Coping mechanism an outlined strategy for utilized to ease stress or anxiety for an activity or situation
Drug rehabilitation a treatment for the misuse or abuse of pharmacological material
Intervention program preventive program or course of action to mitigate perceived risks or harm
Recidivism tendency to repeat previous committed negative behavior.
Rehabilitation efforts to correct or mitigate negative perceptions or behavior to prevent repetition or escalation
Reintegration the process by which an individual is assimilated to mainstream populations
Stress the failure to exhibit a response that is considered appropriate or positive response to a situation, condition or new elements introduced to his context
Treatment a regimen of program that addressed a particular condition that is perceived to be harmful or has the potential to cause harm or to create a desired behavior or response
Methodology and Design
Sampling Method
The participants of the study will consist of students who have been undergone alternative schooling or drug rehabilitation in the last six months and have since been attending a local public school. The qualitative study will utilize a non-random controlled sampling method. Collection of prospective applicants will be done with their respective case managers or school counselors. A letter will be sent to these professionals and they will be asked if they can nominate students for the research. From the case backgrounds they will provide, a short list will be prepared and interviews with students will be conducted to determine their willingness to participate in the study. The target number of study participants is five.
Instrumentation
In considering the qualitative implications of the study, the researcher will utilize current literature regarding the development and implementation of coping mechanisms. The research conclusions that are going to be developed will be validated from extensive professional and research experience in the study of coping mechanism. As mentioned, an interview of prospective candidates who will join the study the interview will not only determine the coping mechanisms being utilized but also their current level of effectiveness. The coping methods of the study participants will be mapped and considered as a portfolio of coping mechanisms of the study participant. The mechanism for consideration in the study will limited to five per participant per week. Aside from the report charts that will be completed periodically by the study participants, observations will be made during the consultations. This will also serve as a verification of the report charts submitted . Focus factors include the level of disclosure provided, the reliability of disclosures, its verifiability and its value for program development. To effectively manage research threats, close consultation with study advisers and other professionals will be conducted regularly. At the same time, the researcher will continually collate related research to verify the collected responses from the study participants.
Data Analysis
The research data will be evaluated based on its effective application. The coping mechanisms are assumed to have been developed by the study participants form their individual experience and through working with their respective counselors or psychologists. The responses of the participants will be coded according to the level of effectiveness in dealing with the issues that the study participants have identified through their report charts. Based on the application of coping mechanisms from each study participants portfolio and the reported success of their application, the researcher will identify which coping mechanisms have shoed the highest potential for success in participants integration.
Limitations
The study will primarily be limited to public schools who are accepting students from alternative schools or drug rehabilitation centers. The study participants will also be limited to individuals who will be referred for participation who in turn will be further delimited by their willingness to participate in the research. Also because the participants are juveniles, there are significant restrictions on the information that can be disclosed about them. Thus, the study will be primarily limited to the context and settings of the research and conclusions or recommendations that will be developed cannot be directly extended into other researches or fields of study. Therefore, the research will need further validation particularly empirical evidence to establish the validity of research results.
Appendix A Interview Questions
How you describe the last school or institution you attended before attending public school
Has the transition to a public school setting been challenging for your
What situations cause the most anxiety or stress for you
Do you have anyone you can talk about the difficulties you are encountering
How can you describe the nature of your relationship with your support systems
Is the support you are able to get from them sufficient
Do you believe that you are able to cope
What comes to mind when you hear the term coping mechanism
Do you believe that you have developed a coping mechanism
How can they important in your current situation
What do you think are the elements of an effective coping mechanism
Do you think you can develop one
Would you need help in developing one
If you felt that you needed help developing one, who would you ask for help
If offered help to develop one, would you accept the offer
Are you willing to participate in a study that studies coping mechanisms
Will you be willing to disclose and have your coping mechanism evaluated or critiqued
Will you be amenable in adapting improvements or modifications developed from these critiques
Appendix B Report Chart
Participant Name
Study Week No.
Coping Mechanism 1
Coping Mechanism 2
Coping Mechanism 3
Coping Mechanism 4
Coping Mechanism 5
Enumerate the coping mechanisms that are part of your portfolio. Document the issues that you encountered this week that you had to apply your coping mechanisms. Check the appropriate column to match the coping mechanism utilized. Then, determine if you felt that your coping mechanism was successful or not.
Coping Mechanism UsedEffectiveIssue12345(Yes (No(Yes (No(Yes (No(Yes (No(Yes (No(Yes (No(Yes (No(Yes (No(Yes (No(Yes (No(Yes (No(Yes (No(Yes (No(Yes (No(Yes (No(Yes (No(Yes (No(Yes (No(Yes (No
Thank you for your participation
Categories:
0 comments:
Post a Comment