Transitioning High School Students from Psychiatric Hospitalization into the Public School Setting: The Student Perspective There is evidence to suggest that connectedness to parent, school, and peers influences the student transition between psychiatric hospitalization and public high school (Millings et al., 2012; Murnaghan et al., 2014; Oldfield et al., 2016, Waters et al., 2014; Vaz et al., 2014). Exploring the student perspective of transition revealed practices and connections that strongly influenced the transition experience. The purpose of this study was to understand the experiences of high school students who transition between psychiatric hospitalization and the public high school setting, and the supports they perceived to exist during the transition process, if any. An interpretive qualitative design was considered the most appropriate methodology to understand the retrospective student perspective of the transition between settings (Merriam, 2009). Structured and semi- structured interviews were conducted with ten young adults from three counties in one state.
The theoretical framework for this study was complexity theory, which allowed a variety of outcomes to evolve from similar experiences. The conceptual framework included the concepts of stigma, academic and emotional supports, and connectedness to school, parents, and peers. Findings from the data analysis revealed three themes: (a) Participants felt little connection to school, family, or peers before hospitalization, which influenced perceptions of the transition experience; (b) Participants perceived a lack of academic support during the transition between hospital and high school; and (c) Participants perceived a lack of emotional support during the transition between hospital and high school.
This study expanded the literature by providing the student voice to the discourse regarding transition between psychiatric hospitalization and public high school. It is vital for district and school leaders to understand how to support students when they transition between psychiatric hospital and public school in order for them to successfully reintegrate into school and meet their academic potential.
|Advisor:||Sherrill Linkous, Kelly A.|
|Commitee:||Hartman, Melissa, Hudson Ihrig, Karen|
|School:||The George Washington University|
|Department:||Educational Administration & Policy Studies|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 79/12(E), Dissertation Abstracts International|
|Subjects:||Mental health, Educational leadership, Education|
|Keywords:||Adolescent, Hospital, Psychiatric, Reintegration, School, Transition|
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