HIV/AIDS in U.S. Schools: Neuropsychological and Psychoeducational Implications

Autor/inn/en	Davis, Andrew S.; Short, Cathrine M.; Chittooran, Mary M.
Titel	HIV/AIDS in U.S. Schools: Neuropsychological and Psychoeducational Implications
Quelle	In: International Journal of School & Educational Psychology, 8 (2020) 4, S.256-268 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chittooran, Mary M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2020.1796123
Schlagwörter	Acquired Immunodeficiency Syndrome (AIDS); Neurological Impairments; Chronic Illness; Special Needs Students; Evaluation Methods; Intervention; Psychology; Mental Health; Environmental Influences; Social Influences; Social Bias; School Psychologists; Role; Student Needs; Legal Responsibility; Incidence; Communicable Diseases; At Risk Students; Health Behavior; Cognitive Ability; Prevention; Drug Therapy; Compliance (Psychology); Ethics; Educational Legislation; Equal Education; Students with Disabilities; Federal Legislation; Criminal Law + Suchen Sie Ihr Suchwort? Neurodegenerative Erkrankung; Chronic disease; Chronische Krankheit; Sonderpädagogischer Förderbedarf; Psychologie; Psychohygiene; Environmental influence; Umwelteinfluss; Sozialer Einfluss; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Rollen; Strafmündigkeit; Vorkommen; Contagious disease; Contagious diseases; Communicable disease; Infektionskrankheit; Health behaviour; Gesundheitsverhalten; Denkfähigkeit; Prävention; Vorbeugung; Ethik; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht; Strafrecht
Abstract	The introduction of new treatments for and increased knowledge about HIV/AIDS in the United States has resulted in a substantial decrease in mortality but an increase in morbidity for children with these conditions. Pediatric HIV/AIDS are best conceptualized using a neuropsychological approach to assessment and intervention, as children may present with neurological problems, neurocognitive deficits, psychiatric concerns, environmental considerations, and psychosocial difficulties including marginalization, discrimination, and stigma. As such, school psychologists who work with children with these conditions need to be intimately familiar with the factors that determine current functioning via a psychoeducational effect, as well as predict future outcomes. The purpose of this article is to provide information for school psychologists about the current state of research and practice with children who live with HIV/AIDS in the United States, including ethical and legal considerations and governmental actions. Recommendations for working with these children and their families and for developing individual and school-wide intervention and prevention programs are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01