School Discipline Experiences Among Youth With Disabilities From the Perspective of School Nurses

Youth with disabilities disproportionately experience harsh discipline. Exploring perspectives of behavior and discipline could increase inclusivity, yet school nurses' perspectives are unexplored. Using the Peace and Power Conceptual Model, school nurses' perspectives were explored employ...

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Bibliographic Details
Published in:	Advances in nursing science Vol. 43; no. 4; pp. E148 - E167
Main Authors:	Fraley, Hannah E., Capp, Gordon, Aronowitz, Teri
Format:	Journal Article
Language:	English
Published:	United States Wolters Kluwer Health, Inc 01-10-2020 Copyright Wolters Kluwer Health, Inc. All rights reserved Lippincott Williams & Wilkins Ovid Technologies
Subjects:	Behavior disorders Child & adolescent psychiatry Children with disabilities Intellectual disabilities Nurses Nursing School discipline School nurses
Online Access:	Get full text
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Summary:	Youth with disabilities disproportionately experience harsh discipline. Exploring perspectives of behavior and discipline could increase inclusivity, yet school nurses' perspectives are unexplored. Using the Peace and Power Conceptual Model, school nurses' perspectives were explored employing secondary qualitative analysis using Thorne's typology of analytic expansion. Parent study included interviews with school nurses, 24 data files comprised the sample for secondary analysis. Three peace-power versus power-over themes emerged“having discordant perspectives,” “being mislabeled,” and “placing at higher risks.” School nurses are equipped to build healthy school communities through changes in discipline practices, policies, and understanding of how youth with disabilities are impacted.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	0161-9268 1550-5014
DOI:	10.1097/ANS.0000000000000320