Relevant bibliographies by topics / Changing school, adolescents and children

Academic literature on the topic 'Changing school, adolescents and children'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Changing school, adolescents and children"

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Adhikari, SR, and S. Bhattarai. "Evidences of stress and its consequences among Nepalese adolescents." Health Renaissance 11, no. 1 (February 10, 2013): 11–16. http://dx.doi.org/10.3126/hren.v11i1.7594.

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Background: Changing emotional and physical status along with increasing social, family and academic pressure lead to various impairments in mental health of adolescents. Objective: To examine the level of stress and its consequences in school going adolescences and examine adolescent’s adjustment at various places- home, school, peers, teachers and general matters. Methods: A descriptive and a single stage study were done at one of the school in Kathmandu Metropolitan. Every section of the class of the selected school was visited to explain the students about semi-structured pro forma, Student Stress Scale (SSS) and Pre-Adolescent Adjustment Scale (PAAS). The SSS was used to measure stresses faced by adolescents during last on year and PAAS measured their adjustments at places like home, school, peers, teachers and general matters. Results: 104 students participated in the study, male- 45, female- 59. Children with joint family type showed highest level of stress (mean 424.67; p=0.002). Among females, it is the broken family type which showed the highest level of stress (p=0.002). Among boys, second birth order showed highest level of stress (mean 382.31; p=0.005). Similarly among girls, it was first birth order (Mean 537.67; p=0.009). Among top 10 stressors labeled by students, highest stressor is death of a close family members followed by death of a close friend.Conclusion: Children during adolescent period undergo various stresses and adjustment and it depend upon their ability to cope with stress in various places like home, school, peers and teachers. Health Renaissance, January-April 2013; Vol. 11 No.1; 11-16 DOI: http://dx.doi.org/10.3126/hren.v11i1.7594
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Bassi, Giulia, Elisa Mancinelli, Bianca Boldrini, Giada Mondini, Emilia Ferruzza, Daniela Di Riso, and Silvia Salcuni. "Perception of Changing Habits among Italian Children and Adolescents during COVID-19 Quarantine: An Epidemiological Study." Children 9, no. 6 (May 30, 2022): 806. http://dx.doi.org/10.3390/children9060806.

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We used an epidemiological study to explore the perception of change in several psychosocial dimensions during the COVID-19 quarantine. We focused on emotions, use of social network sites (SNSs), family life, important relationships, body functions, and school life. Using snowball recruitment, N = 1047 Italian children, pre-adolescents, and adolescents (M = 13.74 ± 3.59) were selected to complete ad hoc online questionnaires. A differential semantic inventory plot was prepared to analyze the emotional experience of children, pre-adolescents, and adolescents during quarantine compared to the pre-quarantine period. The Kruskal–Wallis test was run to assess gender and age differences in emotions experienced, habitual SNS use, and the experience of attending classes remotely. A post hoc Wilcoxon test was performed to compare such differences. Results showed that most of the sample (93.1%) attended classes using technological devices and reported missing their classmates very much (59.3%). Adolescents experienced more negative emotions (M = 3.69 ± 1.33) than pre-adolescents (M = 4.64 ± 1.32), who experienced negative emotions more than children (M = 5.11 ± 1.24). Females were more prone to experience negative emotions compared to males. Adolescents were also the most prolific SNS users (78.1%), particularly female adolescents. Overall, these finding highlight the necessity of preserving the emotional state and relational well-being of youth in these developmental phases by considering their school and social lives.
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Zago-Gomes, Maria P., Gustavo C. Stantolin, Sandro Perazzio, Kioshi H. Aikawa, Carlos S. Gonçalves, and Fausto E. L. Pereira. "Prevalence of anti-hepatits A antibodies in children of different socioeconomic conditions in Vila Velha, ES." Revista da Sociedade Brasileira de Medicina Tropical 38, no. 4 (August 2005): 285–89. http://dx.doi.org/10.1590/s0037-86822005000400001.

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This report describes the prevalence of anti-HAV antibodies in children from elementary school in the Municipality of Vila Velha, ES, Brazil. Anti-HAV antibodies were investigated by ELISA method in the serum of 606 children (four to fourteen years old) from three elementary schools, located in neighborhoods with varying household monthly income levels: São José School, 200 chidren, household income higher than US$700; São Torquato School, 273 children, US$200 to 300; and Cobi School, 133 children, less than US$200. From each children data on age, gender, skin color, sanitary conditions, frequency of contact with sea or river water and family history of hepatitis were recorded. Anti-HAV antibodies were present in 38.6% of all children, 9% in São José School, 49.1% in São Torquato School and 61.7% in Cobi School. Logistic regression analysis demonstrated a positive correlation of positive anti-HAV test with age, non white color of the skin, absence of sewage treatment and domestic water filter, and a past history of hepatitis. The prevalence of anti-HAV antibodies in school children in Vila Velha, ES, was lower than that observed in the same age group in North and Northeast Brazil and was significantly higher in children from families with low socioeconomic status. In addition the results indicate a changing epidemiologic pattern of hepatitis A in our country, with an increasing number of children and adolescents with high risk for HAV infection, mainly in high socioeconomic class. A consideration must be given to the feasibility of vaccination programs for children and adolescents in our country.
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Kedar, Ashwini, and Sanjay Gupta. "School related factors affecting non communicable diseases risk factors among 13-15 years old adolescents from two schools in Delhi." International Journal Of Community Medicine And Public Health 6, no. 7 (June 28, 2019): 3087. http://dx.doi.org/10.18203/2394-6040.ijcmph20192856.

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Background: Children and adolescents are more vulnerable to developing NCD (non communicable diseases) risk factors due to changing lifestyles. Hence it is essential to recognize NCD risk factors among adolescents. School plays an important role in imparting knowledge and shaping the behaviours and practices among children. This study focusses on the school related factors that may be influencing the NCD risk factors among adolescents.Methods: The study was conducted among 438 students, 13 to 15 years old of two central government schools in Delhi. A self-administered modified STEPS questionnaire, an observation checklist for assessing facilities at schools and an interview schedule for school staff were used to collect data.Results: The statistically significant determinants of inadequate fruits and vegetable intake and excess fast food intake were consumption of fast food from vendors selling food outside the school (OR=4.36), inadequate physical activity at school (OR=2.56) and feeling stressed at school (OR=2.93). Physical activity at school was an important determinant for overall physical activity of students (OR=2.38). Current tobacco use and current alcohol use was determined by feeling stressed at school (OR=3.12). Health education classes at school had a protective effect on the NCD risk factors.Conclusions: Many school related factors such as absence of playground at school, stressed life at school and vendors selling fast food outside school were seen to influence lifestyle risk factors amongst adolescents. Hence an active involvement of school by increasing health education classes and providing adequate facilities for physical activities may help in reducing the NCD risk factors among students.
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Prosser, Jonathan, and Paul McArdle. "The changing mental health of children and adolescents: evidence for a deterioration?" Psychological Medicine 26, no. 4 (July 1996): 715–25. http://dx.doi.org/10.1017/s0033291700037739.

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SynopsisThis paper reviews the evidence for changing patterns of mental health over time in childhood and youth in Western societies. The evidence suggests that the prevalence of major depression, substance abuse and offending behaviour, as well as the incidence of suicide, is increasing in adolescent populations, particularly among males. There are also indications that problem behaviours among younger children are becoming more common. There is no evidence of a deterioration in the adjustment of the pre-school population.
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Wodrich, David L., Mark E. Swerdlik, Tiffany Chenneville, and Steven Landau. "HIV/AIDS Among Children and Adolescents: Implications for the Changing Role of School Psychologists." School Psychology Review 28, no. 2 (June 1, 1999): 228–41. http://dx.doi.org/10.1080/02796015.1999.12085960.

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Silva, Rosana Maria Matos, Tomás Daniel Menendez Rodriguez, and Paola Matos Menendez. "Traffic Education involving Children in Latin America and Brazil." International Journal for Innovation Education and Research 8, no. 8 (August 1, 2020): 775–93. http://dx.doi.org/10.31686/ijier.vol8.iss8.2588.

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The Traffic Education is currently a reality to be considered, considering that traffic accident is the main cause of death among children and adolescents, surpassing even homicides and any other “natural” cause of death, where it aims to preserve the life and physical integrity of humans beings in traffic situations. Thus, this article aims to present the contextualization of public policies for the reduction of accidents suffered by children from Early Childhood Education to Elementary School in Latin America and Brazil in the last decade. In conclusion, Traffic Education can contribute to the formation of adequate behaviors of children and adolescents, changing, in the medium and long term, the behavior of adults, where the school, family and government should be involved, emphasizing that this work should begin from an early age and extend to higher education.
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Hlomani-Nyawasha, Thokozani J., Anna Meyer-Weitz, and Catherine O. Egbe. "Factors influencing alcohol use among female in-school adolescents in the Western Cape, South Africa." South African Journal of Psychology 50, no. 4 (August 21, 2020): 574–86. http://dx.doi.org/10.1177/0081246320946298.

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The increasing levels and more frequent use of alcohol among females, especially those in younger age groups, is a worldwide concern. An in-depth understanding of this phenomenon is, however, limited. This study aimed to explore the factors influencing alcohol use among female adolescent students as guided by the ecological systems theory of Bronfenbrenner. Data were collected from 25 female high school students in Grade 9 in the Western Cape, South Africa, using five individual semi-structured interviews and two focus group discussions with each group comprising 10 students. Thematic analysis was used to analyse the data. The findings of the study indicated that participants begin drinking at an early age and due to low self-esteem, which makes them prone to peer influence. Female adolescents are also influenced by various factors residing within the microsystem (family members and peers), mesosystem (lack of parental attention, weak mother-to-daughter relationship, influence of peers and dating partners), exosystem (media advertisement and lifestyle of celebrities), macrosystem (change in societal roles), and chronosystem (transition to higher education). Interventions are needed in schools to help female adolescents resist peer pressure and cope with the changing environment of high school. Also, parents should be educated on the influence of their drinking behaviour on their children in order for them to be more cautious when drinking at home. Adolescent students will benefit from educational materials on the harmfulness of alcohol use.
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Brodwall, Anne, and Mette Brekke. "Children’s and adolescents’ experiences with functional abdominal pain: a qualitative study in Norway." BMJ Open 11, no. 9 (September 2021): e048949. http://dx.doi.org/10.1136/bmjopen-2021-048949.

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ObjectiveFunctional gastrointestinal disorders (FGIDs) are common during childhood and adolescence. When a somatic diagnosis is excluded, the healthcare system often terminates contact with the patient. The aim of the present study was to learn more about children’s and adolescents’ experiences with, and reflections on, the causes of their abdominal pain and what could possibly help them.DesignThe study has a qualitative design. Interviews with open questions were carried out by the first author. The conversations were audiotaped, transcribed and analysed by means of qualitative content analysis.SettingChildren and adolescents referred from general practitioners located in urban and rural regions in two municipals in Norway. In 2016 and 2019, we had interviewed these children’s parents about their child’s abdominal pain. In spring 2020, the children and adolescents were interviewed.ParticipantsTwelve children and adolescents aged 10–18 years with FGIDs.ResultsEight of the children and adolescents had recovered from their abdominal pain, while four still had symptoms. They felt frustrated by not having a diagnosis and by the lack of available treatment. Some who had been absent from school for weeks to months felt isolated and depressed. Focusing on positive thoughts and activities was reported to improve the pain. The abdominal pain could be considered a manifestation of mental problems.ConclusionsThinking differently about the symptoms reduced the FGIDs for the children and adolescents. The treating physicians as well as parents and teachers need to help the child focus on changing the mindset of pain.
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Doskabulova, Dariya, Arstan Mamyrbaev, Artashes Tadevosyan, Perizat Aitmaganbet, and Nurgul Alekenova. "Regional Features in Evaluating Nutrition and Health Conditions of Children and Adolescents." Open Access Macedonian Journal of Medical Sciences 8, E (August 10, 2020): 488–93. http://dx.doi.org/10.3889/oamjms.2020.4671.

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BACKGROUND: The frequency of breakfast consumption as a determinant of fruit and vegetable intake among children and adolescents has been poorly investigated. AIM: In this article, we examine whether irregular food intake is associated with fruit and vegetable intake among children and adolescents. METHODS: We use a separate analysis, with special attention being paid to the potentially changing effects of gender and age. The methodology of health behavior in school-aged children is used. RESULTS: The obtained results show that irregular breakfast consumption among children and adolescents is associated with a low frequency of fruit and vegetable intake and that gender and age can play a decisive role. Various associations observed in different age and gender groups indicate the importance of a separate analysis of fruit and vegetable intake and types of food. CONCLUSION: The results emphasize the importance of encouraging regular food intake while trying to increase fruit and vegetable intake among children and adolescents.
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Dissertations / Theses on the topic "Changing school, adolescents and children"

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McLeod, Christine. "Changing places- Resilience in children who move." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1844.

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Figures from the Australian Bureau of Statistics show that over 40% of all Australian children moved at least one time in the census period from 1996 to 2001 (ABS, 2001). The literature varies in the impact that this has on children. The purpose of this study was to examine the associations between residential relocation, resilience and the emotional, behavioural and academic adjustment of children 8-12 years of age who had moved. Risk factors as identified in the literature as well as the relative impact of resilience were examined. By studying how adjustment occurs in the context of resilience, possible areas for prevention and intervention may be developed for the large numbers of children who move. Results showed that the sample population was in the normal range in academic and behavioural terms. The sample was found to have repeated more grades than average; however the children did not exhibit significant behavioural or emotional consequences. A number of demographic factors have been indicated in the literature as affecting adjustment after residential relocations, yet these were generally not found to be significantly associated with adjustment for this study population. Socioeconomic status was the only factor other than resilience to have been significantly associated with adjustment. Possibly due to the developmental stage of the participants, only the resilience subscales of interpersonal strength and school functioning were found to be significant in their positive association with adjustment, leading to fewer behavioural and academic problems. While the children in this study have all had the potential stress of moving house, the demographic characteristics of this sample would suggest that they might not have had to encounter multiple life challenges or adversities. This conclusion may help explain the lack of significant effects of demographic factors on the adjustment of the children in this sample. Results highlight the importance of good schooling and that the core business of schools in building and enhancing the intellectual functioning of children, is a vital component in the development of resilience. These findings suggest that different aspects of resilience may be important for different developmental stages and different life stressors. The distinction between cause and effect when examining resilience factors is discussed and it is suggested that outcomes in one context may be treated as influences upon outcomes in another context.
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McLeod, Christine. "Changing places resilience in children who move /." University of Sydney, 2006. http://hdl.handle.net/2123/1844.

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Master of Science/Doctor of Clinical Psychology
Figures from the Australian Bureau of Statistics show that over 40% of all Australian children moved at least one time in the census period from 1996 to 2001 (ABS, 2001). The literature varies in the impact that this has on children. The purpose of this study was to examine the associations between residential relocation, resilience and the emotional, behavioural and academic adjustment of children 8-12 years of age who had moved. Risk factors as identified in the literature as well as the relative impact of resilience were examined. By studying how adjustment occurs in the context of resilience, possible areas for prevention and intervention may be developed for the large numbers of children who move. Results showed that the sample population was in the normal range in academic and behavioural terms. The sample was found to have repeated more grades than average; however the children did not exhibit significant behavioural or emotional consequences. A number of demographic factors have been indicated in the literature as affecting adjustment after residential relocations, yet these were generally not found to be significantly associated with adjustment for this study population. Socioeconomic status was the only factor other than resilience to have been significantly associated with adjustment. Possibly due to the developmental stage of the participants, only the resilience subscales of interpersonal strength and school functioning were found to be significant in their positive association with adjustment, leading to fewer behavioural and academic problems. While the children in this study have all had the potential stress of moving house, the demographic characteristics of this sample would suggest that they might not have had to encounter multiple life challenges or adversities. This conclusion may help explain the lack of significant effects of demographic factors on the adjustment of the children in this sample. Results highlight the importance of good schooling and that the core business of schools in building and enhancing the intellectual functioning of children, is a vital component in the development of resilience. These findings suggest that different aspects of resilience may be important for different developmental stages and different life stressors. The distinction between cause and effect when examining resilience factors is discussed and it is suggested that outcomes in one context may be treated as influences upon outcomes in another context.
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Barratt, Madeleine Rose. "Factors which affect the school attendance of children and adolescents." Thesis, University of Southampton, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548316.

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Naseem, Saad Munsan. "State some cognitive functionsin school age adolescents children undergoing neonatal encephalopathy." Thesis, Sumy State University, 2014. http://essuir.sumdu.edu.ua/handle/123456789/36260.

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At present, the frequency of hypoxic-ischemic encephalopathy is 5–6 per 1,000 live births. Besides this disease is one of the most common and is diagnosed in 25–30 % of the children in the neonatal period. Full recovery from hypoxic - ischemic encephalopathy observed only in 15–20 % of cases. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/36260
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Cordin, Robin M. "Psychopathic-like-traits and aggression in suspended mainstream school children and adolescents." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0100.

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[Truncated abstract] The overall aim of the research reported in this thesis was to explore the viability and utility of the construct of psychopathy and aggression in children and adolescents. Specifically, by taking a developmentally informed approach it sought to develop new instrumentation which measured psychopathic-like-traits, and verbal proactive and reactive aggression in non-referred mainstream school children and adolescents. To achieve this, four separate yet interrelated studies were conducted. Study One comprised three phases relating to the development and validation of two new instruments. In Phase One the instruments currently used to measure psychopathy were reviewed and items relevant to young persons were selected for inclusion in a draft version of the new psychopathy screening instrument. Phase Two, which sought to further explore the construct of psychopathy in children and adolescents, comprised a series of interviews with school principals, deputy principals, psychologists, and education officers at the main juvenile detention centre in Perth, Western Australia. These interviews provided information relating to the behaviour and characteristics of children and adolescents who present with psychopathic-like-traits. As a consequence of the feedback from the Phase Two data, Phase Three reviewed the instrumentation currently used to measure aggression in children and adolescents. From this items were selected for possible inclusion in an aggression questionnaire. The data gathered over these three phases resulted in 117 psychopathy related items being generated for the new instrument, which were subsequently reduced to 56 when duplicated items were identified and the extant knowledge of the construct applied. The 56 items were retained in a draft version of the newly developed instrument, which was named the Child and Adolescent Psychopathy Screening Instrument (CAPSI). The Study One data revealed the instrumentation used to date provided few measures of physical and verbal aggression - a characteristic of psychopathic-like behaviour. Thus, a review of instrumentation together with the information from the interviews resulted in 63 aggression items being generated. ... Study Four utilised information from the CAPSI and the CASA in conjunction with in-depth interviews to generate case studies to further elucidate the characteristics of children and adolescents with psychopathic-like-traits and extreme aggression. Case studies were undertaken with seven male students ranging in age from 8 to 15 years who had been suspended from mainstream schools. All boys scored very highly on the new instruments. All presented with extreme aggression, with some exhibiting proactive or premeditated aggression combined with a superficially engaging personality, insincere charm, lack of remorse, and lack of empathy. The findings from all four research studies are discussed in the light of the literature reviewed and the aims of the research. Implications are then drawn for researchers and clinicians, and directions for further research are suggested.
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Hollands, Jill C. "The changing nature of the Catholic school community." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/162.

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The role of the Catholic school, as outlined by Catholic leaders within dioceses around Australia and supported by Vatican documents, is to assist in the Church's role of proclaiming the message of Jesus Christ. Catholic schools aim to promote Gospel values within the daily life of their community. Integral to this expectation is the teaching of the traditions, doctrine, and practices of the Catholic faith, supported by the presence of Catholic educators. The shifting nature of Catholic schools has meant that in recent times, some members of the school community are not familiar with beliefs and practices of the Catholic faith. This growing world-wide trend indicates a changing community expectation of the role of the Catholic school, where dements of Catholic culture are at odds with the contemporary culture to which children are exposed in their daily lives. This portfolio examines the impact of the changing nature of the Catholic school community on the Catholic nature of Catholic schools. This impact is considered from both global and local perspectives. The Structure of the portfolio includes a document analysis of key literature related to this change, supported by a small, illustrative case study of four rural schools in Western Australia. Early chapters examine the structures of governance existing within both contexts and determine the extent to which these structures enable the Catholic school to fulfil the Church's mission. The portfolio outlines challenges faced by Catholic school communities in promoting the Church's Gospel value message through a Catholic values-based curriculum. The small investigation undertaken as part of the portfolio draws on both quantitative and qualitative data to determine the role played by the Catholic elements of schools in strengthening the promotion of the Gospel value message within the life of the school community. Conclusions are drawn to assist Catholic schools work toward strengthening the development of an authentic Catholic culture within the life of the school, and the implementation of a Catholic, values-based curriculum. These recommendations provide guidance for Catholic schools in developing a shared understanding of the Church's Gospel value message promoted within the life of the school community.
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Cheng, Chan Pik-wa Gloria. "A study of the policy of schools in changing their medium of instruction." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626494.

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Stratford, Robert John. "Pupil mobility in the primary school : the problems for teachers and pupils of children changing school frequently." Thesis, University of Southampton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277606.

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Cowen, Sherry Lynn. "A Meta-Analysis of School-Based Depression Prevention Programs for Children and Adolescents." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3970.

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School-based depression prevention programs are being implemented in schools across the world in efforts to inoculate children and adolescents from depressive symptoms. This meta-analysis examined 56 manuscripts with a total of 82 studies which focused on school-based programs to determine how they affect depression, anxiety, cognitive skills, self-esteem, coping, and internalizing behaviors. For these specific outcomes, effect sizes ranged from .08 to .25. All combined outcomes yielded a significant effect size of .15. Moderator analyses revealed key differences that identified characteristics of the most effective programs. Targeted programs servicing at-risk students yielded an effect size of .31, while universal programs produced a significant but small effect size of .07. However, the program facilitator seemed to impact the effectiveness of all types of programs. Non-school personnel produced a .39 effect size with targeted samples, and .17 with universal samples, while school personnel produced about one half to a third of the effect.
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McCloud, Cheryl G. "Professional school counselors' perspectives on the effects of military parental deployment on school aged children and adolescents." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4980.

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This qualitative study used an exploratory phenomenological approach to examine professional school counselors' perspectives on the effects of military parental deployment on school aged children and adolescents. The voices of school counselors who work with military connected children are absent from the literature. The research site was a professional counseling conference in Germany in the fall of 2010. Participants consisted of 12 professional school counselors who work with school-aged children and adolescents who have experienced parental military deployment. Participants adopted pseudonyms though several indicated an affiliation with Department of Defense Dependent Schools (DODDS) and therefore offered their unique perspectives as school counselors living in military communities and working almost exclusively with military connected children and families. Data collection consisted of individual interviews with counselor participants. Data analysis consisted of coding meaningful words and phrases and yielded 33 preliminary categories that became new codes. Analysis of relationships between codes resulted in the emergence of four distinct themes: Military Life, Stages of Deployment, Role of the Counselor, and Children and Adolescents. Themes were supported by quotations of meaningful statements, thus participant voices provide thick, rich descriptions of the phenomenon. Validity strategies included peer debriefing, researcher positionality, and multiple examinations of the data set.
ID: 030423438; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 193-202).
Ph.D.
Doctorate
Education
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Books on the topic "Changing school, adolescents and children"

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School-based prevention programs for children and adolescents. Thousand Oaks, Calif: Sage Publications, 1995.

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Jarrod, Reisweber, and Beck Aaron T, eds. Cognitive therapy for adolescents in school settings. New York: Guilford Press, 2011.

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Christopher, Hagedorn, ed. Classroom discipline: Guiding adolescents to responsible independence. Minneapolis: Origins Developmental Designs, 2009.

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Later language development: School-age children, adolescents, and young adults. Austin, Texas: PRO-ED, Inc., 2016.

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Later language development: School-age children, adolescents, and young adults. 3rd ed. Austin, TX: PRO-ED, 2007.

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Suicidal behavior in children and adolescents. New Haven: Yale University Press, 2009.

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A guide to individual psychotherapy with school-age children and adolescents. Springfield, Ill., U.S.A: C.C. Thomas, 1985.

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Locke, Davidson Ann, and Yu Hanh Cao, eds. Adolescents' worlds: Negotiating family, peers, and school. New York: Teachers College Press, 1998.

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M, Holmes Lisa, ed. Lunch lessons: Changing the way we feed our children. New York: Collins, 2007.

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CENWOR (Organization : Sri Lanka), ed. Gender and pre-school education: Changing perceptions. Colombo: Centre for Women's Research, 2008.

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Book chapters on the topic "Changing school, adolescents and children"

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Baltag, Valentina, and Elizabeth Saewyc. "Pairing Children with Health Services: The Changing Role of School Health Services in the Twenty-first Century." In International Handbook on Adolescent Health and Development, 463–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40743-2_24.

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Margalit, Malka. "School Is a Lonely Place." In Lonely Children and Adolescents, 111–31. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6284-3_4.

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Goodman-Scott, Emily, Blaire Cholewa, Christina Koch Burkhardt, and Melanie Burgess. "Counseling Children and Adolescents in School Settings." In Counseling Children and Adolescents, 145–96. First Edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315466736-10.

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Daniels, Jeffrey A., and Whitney Hyatt. "School Shootings and School Lockdowns." In Working with Trauma-Exposed Children and Adolescents, 216–48. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429423017-9.

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Enokela, Abel Ebiega. "The impact of hunger on children and adolescents." In School Farms, 31–47. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003176558-4.

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Tuttle, Malti, Christy Land, and Lauren Moss. "Counseling Children in School and Clinical Mental Health Settings." In Counseling Children and Adolescents, 21–35. First Edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315466736-3.

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Moss, Lauren, Christy Land, and Malti Tuttle. "Counseling Adolescents in School and Clinical Mental Health Settings." In Counseling Children and Adolescents, 53–74. First Edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315466736-5.

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Kullmann, Kathrin, and Rudi Heimann. "Development of Children and Adolescents." In Violence Prevention in Education, School, and Club, 67–85. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-38551-4_6.

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Huberty, Thomas J. "School-Based Interventions." In Anxiety and Depression in Children and Adolescents, 323–44. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3110-7_12.

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Land, Christy, Malti Tuttle, and Lauren Moss. "Counseling Older Children and Young Adolescents in School and Clinical Mental Health Settings." In Counseling Children and Adolescents, 36–52. First Edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315466736-4.

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Conference papers on the topic "Changing school, adolescents and children"

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Campbell, Marilyn. "What is the Place of Innovative ICT Uses in School Counseling?" In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2823.

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With our ever-changing society there seems to be more pressures on young people. Recent epidemiological studies in Australia have found that adolescent mental health is an important public health problem (Sawyer et al., 2001). As many as one in five Australian children aged from 4 to 17 have significant mental health concerns (Zubrick, Silburn, Burton, & Blair, 2000). However, only one in four young people receive professional help (Sawyer, et al., 2001). Schools in Australia provide school counselors to assist students, yet many young people do not avail themselves of this service. However, young people do seek help from telephone help-lines (in 2002 almost 1.1 million phone calls were made to Kids Help Line) and from the Internet (Kids Help Line, 2003a). Perhaps more anonymous forms of counseling, such as cybercounseling, could deliver a more effective service within a school setting. The difficulties and benefits of school based webcounseling are discussed in terms of therapeutic, ethical and legal issues, as well as technical problems and recent research outcomes.
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Carriera, Lucia, Chiara Carla Montà, and Daniela Bianchi. "THE IMPACT OF COVID-19 ON RESIDENTIAL CARE SERVICES FOR CHILDREN: A CALL FOR FAMILY-BASED APPROACH IN ALTERNATIVE CARE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end126.

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Children’s rights and needs are at the center of the United Nations 2030 Agenda for Sustainable Development, where education is viewed as crucial for providing the opportunities for sustainable, peaceful and equitable coexistence in a changing world. Alternative care settings are educational contexts (Tibollo, 2015) that deal with children in vulnerable conditions (UN General Assembly, 2010). For this reason, they can be considered as a sort of “field test” or “magnifying glass” on how the progress in striving to the implementation of the goals is proceeding – no one must be left behind. The 2020 global pandemic provoked an external shock to current socio-economic dimensions of sustainability. Education has been one of the most struck systems – let’s think of the 1,6 billion learners that have been affected by school closures (UNESCO, 2020). With this global framework in mind, the contribution aims at offering a pedagogical reflection on the impact the Covid-19 pandemic is having on children living in residential care centers (RCC). Worldwide, many RCCs, following the ongoing global pandemic, have been closed with the consequent return of children to their families of origin (CRIN, 2020). This process of deinstitutionalization, however, has not been overseen by rigorous monitoring, leading to increased risks of violence for children. This urges authorities to take carefully planned measures with respect to deinstitutionalisation in light of the COVID-19 pandemic (Goldman, et al., 2020). But Covid-19 is not only a health risk for children in RCCs. Because of the complex impact that the pandemic has had on the lives of children, on one side care responses are required, and on the other psycho-social and educational ones are also crucial (SOS Villaggi dei Bambini Onlus Italy; Save The Children, 2020). In Italy, for example, special guidelines have been drawn up to mitigate the spread of the virus within residential structures, that sometimes are overcrowded (Istituto superiore di sanità; SOS Villaggi dei Bambini Onlus Italia, 2020). In addition, tools have been provided to support the mental health of the children and adolescents that are deprived of opportunities for socialization given the closure of schools. In some cases they are isolated within the services themselves to mitigate the risk of the spread, causing a limitation in the possibility of seeing people outside the institution as their parents. Covid-19 underlines the urgency of promoting family-based alternative care for children. In particular, this paper aims to read through a pedagogical lens, the European scenario of residential services for children, to explore the impact of Covid-19 in these services; and to promote a family-based approach in alternative care preventing the risk of institutionalization in children welcomed.
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Lambrecht, Franz, and Carsten Sommer. "SafeBike - a road safety programme for young adolescent cyclists." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002428.

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In 2019, approximately 29,000 children (up to 15 years of age) were involved in road traffic accidents in Germany. The cohorts with the most accident victims are the 11- to 14-year-olds, about half of whom (approx. 6,000 children) were involved in accidents by bicycle. The number of cyclists involved in accidents rises sharply after the transition from primary to secondary school. This is due to a change in driving behavior after the change of school compared to the primary school period. Many pupils start cycling to school after changing to secondary school. Furthermore, extensive behavioral changes occur with the onset of puberty, which, for example, increases the willingness to take risks in road traffic. SafeBike is a road safety program for the particularly vulnerable target group of 11 to 14-year-old cyclists based on observation procedures, self-reflection and personal responsibility. The basic aim of SafeBike is to raise students' awareness of danger perception when cycling, leading to an increased sense of safety in the short term, so that in the long term the number of cycling accidents in the target group will decrease. After participating in the program, students are expected to be more critical of their own behavior, among other things. SafeBike consists of three components: a self-assessment of one's own driving behavior in terms of safety, the treatment of several subject areas in which driving errors and traffic conflicts occur more frequently, and a final re-assessment of one's own driving behavior.The traffic effects of the program were surveyed and evaluated in a pilot test at two different schools in Germany. In the post-surveys, the test group committed about 50% fewer traffic conflicts and driving errors than the control group, which attests to the very high short-term effectiveness of SafeBike. In the control group, who did not complete the program, no significant improvements occurred in comparison to the before survey, in contrast to the subject group. In the test group, there were significant positive effects, especially in the case of driving errors that occurred particularly frequently in the pre-surveys and were correspondingly addressed in the program and discussed by the students. Particularly high positive effects were achieved with conversations while driving, at the pedestrian crossing and using the pavement on the wrong side of the road. Medium effects were achieved with hand signals and looking around. This means that the road safety program can be used in road safety education throughout the country. However, long-term effects are not yet available and must be determined in further studies.
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Dahl, Tone Lise, and Marikken Høiseth. "Co-designing immersive VR with and for adolescents in elementary school." In IDC '20: Interaction Design and Children. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3397617.3397848.

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Dobnikar, Bine, and Tamara Poklar Vatovec. "Elementary school projects as a possibility of improving pupils‘ eating habits." In Zdravje otrok in mladostnikov / Health of Children and Adolescents. Založba Univerze na Primorskem, 2022. http://dx.doi.org/10.26493/978-961-293-167-4.39-48.

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Arh, Saša, and Jera Gregorc. "The importance of systematic planning and implementation of physical education in the first three years of elementary school." In Zdravje otrok in mladostnikov / Health of Children and Adolescents. Založba Univerze na Primorskem, 2022. http://dx.doi.org/10.26493/978-961-293-167-4.9-16.

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Aparício, Graça. "Mental Health In The School Context: A Study Of Resilience In Children And Adolescents." In 4th icH&Hpsy 2018- International Congress on Clinical and Counselling Psychology. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.28.

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Lang, J., H. T. Bunnell, M. J. Hossain, and C. Forrest. "Attributable Risk of Overweight and Obesity in US Infants, School-Age Children and Adolescents." In American Thoracic Society 2019 International Conference, May 17-22, 2019 - Dallas, TX. American Thoracic Society, 2019. http://dx.doi.org/10.1164/ajrccm-conference.2019.199.1_meetingabstracts.a5860.

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Herzog, Mackenzie M., M. Margaux Johnson, Michael T. Busch, and S. Clifton Willimon. "Time to Return to School Following 10 Common Orthopaedic Surgeries Among Children and Adolescents." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.654.

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Yarborough, Rashele P., Kathleen Belanger, Theodore R. Holford, and Brian P. Leaderer. "Exposure To Traffic And Asthma In School-Age Children And Adolescents: A Systematic Review." In American Thoracic Society 2011 International Conference, May 13-18, 2011 • Denver Colorado. American Thoracic Society, 2011. http://dx.doi.org/10.1164/ajrccm-conference.2011.183.1_meetingabstracts.a1904.

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Reports on the topic "Changing school, adolescents and children"

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Sandoval-Aguilera, Karina, Jaime Carcamo-Oyarzun, and Nicolas Aguilar-Farias. Effectiveness of health promotion programs with parental or family involvement for increasing moderate-to-vigorous physical activity in school-aged children: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0003.

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Review question / Objective: The purpose of this systematic review is to examine studies that have assessed the effectiveness of health promotion programs with parental or family involvement for increasing moderate-to-vigorous physical activity in school-aged children. Condition being studied: Research has shown that parental or family support is positively associated with overall physical activity in children and young people. However, little is known about the differential effect of involving parents and family members when implementing interventions for promoting physical activity in children and adolescents compared with strategies that only rely on actions focused on the individuals or school environments. Information sources: A search strategy for articles will be carried out in the following databases: Embase, Pubmed, SPORTDiscus, Scopus and CINAHL. Also, a search from gray literature (academic google, Open Gray) and references from the articles found in the first stage will be conducted.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/ids.2021.053.

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A high proportion of out-of-school children across the world live in conflict-affected contexts. To remove barriers to education for marginalised girls in those contexts, a key challenge is to understand the multiple and intersecting forms of marginalisation and their changing dynamics during violent conflict. Research from the REALISE education project in the Democratic Republic of the Congo (DRC) identifies key considerations for education programmes for marginalised girls in conflict areas, such as inclusive education for girls and boys, links between education and peace-building, and extra-curricular activities to support social relationships.
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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
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Pritchett, Lant, and Marla Spivack. Understanding Learning Trajectories Is Key to Helping Adolescent Girls. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/032.

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There is a growing consensus among national governments and development partners about the importance of girls’ education. This is reflected in the UK government’s commitment to quality education for every girl for 12 years, and in targets for increasing girls’ schooling and learning adopted by the Group of 7 (G-7) countries at their meeting in mid-2021 (G7, 2021). The emergence of this consensus comes at a critical time. Education systems in low- and middle-income countries are facing a learning crisis, with many systems failing to equip children with the foundational skills they need to reach their full potential. Within this movement for girls’ education, much attention is focused on the unique challenges adolescent girls face, and on programmes to help girls stay in school. But designing interventions without sufficient understanding of the drivers of adolescent girls’ challenges will leave policy makers frustrated and girls unaided. To help adolescents reach their full potential, we must first understand what is undermining their progress in the first place. Understanding learning trajectories (how much children learn over time) is key to helping both today’s and tomorrow’s adolescent girls. This insight note briefly explains what learning trajectories are and then offers six analytical insights about learning trajectories that can inform education systems reforms to ensure that every girl meets her full potential.
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Social connectedness is a protective factor against short-term suicide attempts (post discharge) in school children. ACAMH, September 2019. http://dx.doi.org/10.13056/acamh.10650.

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Researchers in the USA have performed a multi-site, prospective analysis of >2,000 adolescents aged 12-17 years to try to determine the short-term predictors of suicide attempts within 3-months of an emergency department visit. The study population was enriched to include a high proportion of adolescents at risk for suicide attempts.
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Schooling and the experience of adolescents in Kenya. Population Council, 1997. http://dx.doi.org/10.31899/pgy1997.1004.

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The Government of Kenya is committed to providing equal education opportunities to all of its citizens. As a result, there has been rapid development in education since independence to ensure that as many children as possible enroll in schools and complete their studies. This study was carried out primarily to get a holistic picture of the school environment for adolescents and other relevant factors that might interfere with the whole learning/teaching process. Special attention was paid to the education of girls and the factors that might lead to their dropping out of school. The study was conducted jointly by the Ministry of Education and the Population Council in three districts in Kenya. Many aspects of school education were covered including physical facilities, financing of education, curriculum, teacher-pupil relationships, and teachers’ attitudes. This report provides a balanced view of school education provided in the three districts that are representative of the situation elsewhere in the Republic of Kenya.
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Adolescent reproductive health: Booklet for parents. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1046.

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In Indonesia, collaboration between the Center for Health Research, University of Indonesia, National Family Planning Coordinating Board (BKKBN), UNFPA Jakarta, and the Population Council resulted in production and distribution of two prototype modules as basic materials on reproductive health for families with school-age children and adolescents. An updated version for both parents and adolescents was published by BKKBN. The Population Council believed that international versions (in English) would be of value, as the gaps in information are similar worldwide with respect to topics covered by these modules. Youth are constantly thirsty for knowledge pertaining to their health, particularly their reproductive health, but do not always know where to get relevant information. The same often holds true for parents of teenagers who also have to contend with the natural but difficult physical, emotional, and mental changes their children go through during adolescence. The objective of these books—the Adolescent Reproductive Health module for youth as a well as the module for parents—is to provide concise, direct, detailed, and correct information about common concerns and questions teenagers have about the physical and mental changes that occur during puberty.
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India: Enhancing girls' life skills requires long-term commitment. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1003.

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While adolescents in India face a rapidly changing economic environment, the choices available to unmarried girls are very different from those available to boys. Girls are much less likely than boys to remain unmarried into their twenties, complete middle school, or generate income. Due to social norms, they have limited control over their life choices, and are less likely than boys to be allowed mobility within or beyond their immediate community. In 2001, the Population Council teamed with CARE India to test a pilot intervention to enhance skills and expand life choices for adolescent girls living in the slums of Allahabad. The 10-month intervention tested the effect of the skills intervention on the girls’ reproductive health knowledge, social contacts and mobility, self-esteem, and perception of gender roles. The impacts were assessed using survey responses from girls who were interviewed in both baseline and endline surveys. As noted in this brief, girls and their parents found the life skills training acceptable, but the intervention had little overall impact.
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Microbiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.

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The American Academy of Microbiology convened a colloquium September 5–7, 2003, in Charleston, South Carolina to discuss the central importance of microbes to life on earth, directions microbiology research will take in the 21st century, and ways to foster public literacy in this important field. Discussions centered on: the impact of microbes on the health of the planet and its inhabitants; the fundamental significance of microbiology to the study of all life forms; research challenges faced by microbiologists and the barriers to meeting those challenges; the need to integrate microbiology into school and university curricula; and public microbial literacy. This is an exciting time for microbiology. We are becoming increasingly aware that microbes are the basis of the biosphere. They are the ancestors of all living things and the support system for all other forms of life. Paradoxically, certain microbes pose a threat to human health and to the health of plants and animals. As the foundation of the biosphere and major determinants of human health, microbes claim a primary, fundamental role in life on earth. Hence, the study of microbes is pivotal to the study of all living things, and microbiology is essential for the study and understanding of all life on this planet. Microbiology research is changing rapidly. The field has been impacted by events that shape public perceptions of microbes, such as the emergence of globally significant diseases, threats of bioterrorism, increasing failure of formerly effective antibiotics and therapies to treat microbial diseases, and events that contaminate food on a large scale. Microbial research is taking advantage of the technological advancements that have opened new fields of inquiry, particularly in genomics. Basic areas of biological complexity, such as infectious diseases and the engineering of designer microbes for the benefit of society, are especially ripe areas for significant advancement. Overall, emphasis has increased in recent years on the evolution and ecology of microorganisms. Studies are focusing on the linkages between microbes and their phylogenetic origins and between microbes and their habitats. Increasingly, researchers are striving to join together the results of their work, moving to an integration of biological phenomena at all levels. While many areas of the microbiological sciences are ripe for exploration, microbiology must overcome a number of technological hurdles before it can fully accomplish its potential. We are at a unique time when the confluence of technological advances and the explosion of knowledge of microbial diversity will enable significant advances in microbiology, and in biology in general, over the next decade. To make the best progress, microbiology must reach across traditional departmental boundaries and integrate the expertise of scientists in other disciplines. Microbiologists are becoming increasingly aware of the need to harness the vast computing power available and apply it to better advantage in research. Current methods for curating research materials and data should be rethought and revamped. Finally, new facilities should be developed to house powerful research equipment and make it available, on a regional basis, to scientists who might otherwise lack access to the expensive tools of modern biology. It is not enough to accomplish cutting-edge research. We must also educate the children and college students of today, as they will be the researchers of tomorrow. Since microbiology provides exceptional teaching tools and is of pivotal importance to understanding biology, science education in schools should be refocused to include microbiology lessons and lab exercises. At the undergraduate level, a thorough knowledge of microbiology should be made a part of the core curriculum for life science majors. Since issues that deal with microbes have a direct bearing on the human condition, it is critical that the public-at-large become better grounded in the basics of microbiology. Public literacy campaigns must identify the issues to be conveyed and the best avenues for communicating those messages. Decision-makers at federal, state, local, and community levels should be made more aware of the ways that microbiology impacts human life and the ways school curricula could be improved to include valuable lessons in microbial science.
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