Dissertations / Theses on the topic 'Changing school, adolescents and children'
To see the other types of publications on this topic, follow the link: Changing school, adolescents and children.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Changing school, adolescents and children.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
McLeod, Christine. "Changing places- Resilience in children who move." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1844.
Full textAbstract:
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.
2
McLeod, Christine. "Changing places resilience in children who move /." University of Sydney, 2006. http://hdl.handle.net/2123/1844.
Full textAbstract:
Master of Science/Doctor of Clinical PsychologyFigures 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.
3
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.
Full text
4
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.
Full textAbstract:
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
5
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.
Full textAbstract:
[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.
6
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.
Full textAbstract:
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.
7
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.
Full text
8
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.
Full text
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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
11
Ross, Janice Helen. "The changing relationships between the public, private and voluntary sectors in pre-school provision, 1982-1987." Thesis, University of Bristol, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387328.
Full text
12
Mannion, Gregory B. "Children's participation in changing school grounds and public play areas in Scotland." Thesis, University of Stirling, 1999. http://hdl.handle.net/1893/88.
Full textAbstract:
The study draws on theories of society, learning, planning and design, democracy, identity formation, and cultural change to inquire into children’s participation in the social sphere. The thesis emerges from the growing literature in the sociological and educational study of childhood, identity, space and culture. A case study approach, using a variety of participatory methods and photographic visual evidence, is employed to investigate the substantive issue of children’s participation in changing their locales in a contemporary Scottish context. Two main cases are narrated: the first concerns primary school children’s experience in participating in changing school grounds throughout Scotland; the second details the experience of one local authority’s efforts to enhance public play provision for children with disabilities. Local socio-cultural / spatial practices used in the construction of children’s participation and their places of learning, work, and play are described. Children are found to be ‘positioned’ between adult desires to increase children’s participation in matters that affect them, while at the same time, adults may wish to protect children from perceived dangers. The context for children’s participation takes cognisance of the influences of schooling, the exclusion of children from the workplace, as well as the influences of technology, the media, and the changes in family make-up. One central finding of the thesis is that children’s experience of participation appeared to be constructed out of ‘essential beliefs’ about the relations between children and adults, the nature of the child and the child’s ‘place’ in society.
13
Beam, Bradley Scott. "Baker Act Examination Referrals Among Children and Adolescents: An Analysis of School Related Variables." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001912.
Full text
14
Southward, Elissa Fay. "The contribution of active travel to school to physical activity in children and adolescents." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679955.
Full textAbstract:
Active travel is a possible method to increase physical activity in children and adolescents and it has been associated with higher physical activity in youth. However, it is unclear what the precise contribution of the journey is to daily physical activity relative to other activity before and after school. The aim of this thesis is to explore and quantify the contribution of school specific active travel to physical activity in children and adolescents aged 10-16 years. Participants were from the PEACH Project (Personal and Environmental Associations with Children's Health) in Bristol, England. One thousand three hundred and seven UK primary school children had been recruited in their final year (Y6, 10-11 years), of whom 953 were followed-up the first year of secondary school (Y7, 11-12 years) and finally 585 were followed-up the final year of secondary school (Y11 , 15-16 years). Longitudinal analyses in Chapter 4 showed a change from active to passive travel between Y6 and Y7 was associated with decreased weekday physical activity. There was little change in travel mode between Y7 and Y11, and physical activity decreased over this time; however children who walked to/from school still had the greater physical activity compared to car/bus users. In Chapter 5, analyses based on combined accelerometry, GPS and GIS showed that the journey was a major contributor to children's daily physical activity levels in Y7. A comparison of two GPS models in Chapter 6, found a 12.7% loss of data, due to signal acquisition and dropout issues, in GPS data measured by the Garmin Foretrex 201 compared with the BT QStarz (used in Y11); therefore, journey MVPA, duration and distance were likely underestimated in Y6 and Y7. Longitudinal analyses in Chapter 7 showed that as physical activity levels decreased with age, journey related physical activity increased and became an increasingly important contributor to physical activity. Physical activity acquired during the school journey was similar for both boys and girls, but since girls were less active than boys overall, the journey contributed a greater proportion of their daily MVP A. This thesis confirms the important role of active travel in contributing to children's weekday physical activity and suggests that interventions which aim to maintain and increase active travel between primary and secondary school may be an important public health target to reducing the decline in physical activity levels seen throughout adolescence, especially in girls.
15
Brewer, Joyce Marie. "Determination of the Association Between Ergonomic Mismatch and Musculoskeletal Pain in School-Aged Children." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1155770684.
Full text
16
Goodness, Kelly R. "Depression in Sixth-Grade Early Adolescents: Effects of Intimate Support, Relationship Conflict, and Self-Efficacy." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279405/.
Full textAbstract:
Depressive symptomology was examined in this study as a function of conflict and intimate support with parents, friends, and siblings among a non-clinical sample of 223 predominately white sixth-grade early adolescents. Moreover, sixth-graders' depressive symptomology was examined as a function of conflict management self-efficacy and intimate support self-efficacy. The purpose of the present study was twofold: 1) to explore the effects of intimate support and conflict in family and friend relationships on sixth-grade early adolescent depressive symptomology, 2) to determine whether poor conflict management skills self-efficacy and poor intimate support self-efficacy are linked with depressive symptomology in sixth-grade early adolescents. Friend relationship qualities had little impact on depression in sixth-graders. However, the presence of conflict and deficits in family intimate support, especially from parents, was associated with increased depression. Increased levels of depression also corresponded with lower ratings of conflict management self-efficacy and intimate support self-efficacy. Moreover, relationship difficulties combined with self-efficacy deficits to affect depression.
17
Kassheimer, Susan A. "Children and adolescents : early intervention and prevention of post traumatic stress disorder in Connecticut school systems /." View abstract, 1998. http://library.ctstateu.edu/ccsu%5Ftheses/1528.html.
Full textAbstract:
Thesis (M.S.)--Central Connecticut State University, 1998.Thesis advisor: Judith Rosenberg, Ph. D. " ... in partial fulfillment of the requirements for the degree of Master of Science in Rehabilitation Counseling." Includes bibliographical references (leaves [54-58]).
18
De, Assis Maria Célia. "Violence à l'école : compréhension d'un phénomène social à João Pessoa, Etat de Paraiba, Brésil." Thesis, Montpellier 3, 2014. http://www.theses.fr/2014MON30021/document.
Full textAbstract:
Notre intérêt pour le thème de la violence dans l’école n’est pas apparu par hasard, mais il se justifie surtout pour les raisonssuivantes: nous croyons que malgré les différentes manifestations de la violence contre les enfants et les adolescents à l’école et dansla sociéte, quelque chose doit être fait à cet égard, des propositions doivent être présentées et des alternatives doivent être construites.Nous avons donc mené une recherche en ce sens: « Violence à l’école: compréhension d’un phénomène social à João Pessoa-Paraíba-Brésil », dans le but comprendre les actions éducationnelles et préventives du projet « École qui Protège » pour combattre laviolence commise envers les enfants et les adolescents indépendamment de la couleur de leur peau, de leur ethnie, de leur genre et deleur classe sociale dans des écoles de la banlieue de João Pessoa-Paraíba-Brésil. Pour poursuivre cet objectif, nous avons entreprisune approche qualitative en prenant pour référentiel Robert Bogdan et Sari Bicklei. Nous avons collecté les données à traversl'interview semi-structurée, ce qui nous a permis de nous engager dans un processus d’écoute des acteurs concernés ; matériel quenous avons pu analyser et comprendre via l’Analyse de Contenu, basée sur Laurence Bardin. Pour mener à bien notre recherche etpour asseoir notre fondamentation théorique, nous nous sommes laissés guider par de nombreux sociologues comme MartineXiberras, Michel Maffesoli, Alain Touraine, Edgar Morin, Zygmunt Bauman, Norbert Elias, Erving Goffman, Howard Saul Becker,et par la philosophe allemande Hannah Arendt, sans oublier les auteurs brésiliens comme l’éducateur Paulo Freire, le théologien etphilosophe Leonardo Boff, entre autres. Les auteurs mentionnés nous ont donc permis de nous ancrer théoriquement à la lumière dedivers aspects sociologiques, philosophiques et antropologiques, nous aidant ainsi à mieux comprendre la complexité de la violencesous la forme du préjugé, de la discrimination et de l’exclusion, envers les enfants et les adolescents noirs, indigènes, sans terre ;violence qui s'exprime dans la société en général, et plus spécifiquement dans l’espace scolaire. Par conséquent, l’un des cheminspour que l’école puisse reconquérir son espace contaminé par la violence, passe par le développement du respect des droits desenfants et des adolescents et par l’appui d'organismes publics chargés du secteur éducationnel et engagés dans des politiquespubliques allant en ce sensOur interest about the topic of violence in the school, did not arise by chance, but mainly because we believe that although on thevarious manifestations of violence at school and in the society, against children, something must be done, proposals must besubmitted, alternatives must be constructed. Therefore, we conducted a survey entitled: " Violence in schools: understanding a socialphenomenon in João Pessoa - Paraiba - Brazil " , with the goal of understanding the educational and preventive activities of theproject " School that Protects" to revert to violence against children and adolescents , regardless of color , ethnicity, gender and socialclass in schools on the outskirts of João Pessoa, Paraíba , Brazil . In pursuing of this objective we walked through a qualitativeapproach, taking as reference the authors Robert Bogdan and Sari Bicklei. Data were collected through semi - structured interviewprocess, that allowed us to listen to the stakeholders and, analyzed and understood by content analysis, based on Laurence Bardin.Order to carry on our research we seek theoretically support us with allies like the sociologists , Martine Xiberras , Maffesoli , AlainTouraine and Edgar Morin , Zygmund Bauman , Elias Norbert , Erving Goffman , Howard Saul Becker, the Germanic philosopherHannah Arendt, not forgetting the Brazilian authors, like the educator Paulo Freire and the theologian and philosopher Leonardo Boff, among others. Those authors allowed us in a theoretical grounding, in sociological, philosophical and anthropological aspects, andhelped us to understand the complexity of violence in the form of prejudice, discrimination and exclusion against children andadolescents, black, indian, landless, violence by society in general aspects and particularly in the school environment. Therefore, oneof the ways the school can rebuild your space contaminated by violence is the development of respect for the rights of children andadolescents, and the support of the government agencies responsible for education, with public policies for this purpose
19
Llauradó, Singla Anna. "The relationship between lexicon and syntax in texts written in Catalan by school children and adolescents." Doctoral thesis, Universitat de Barcelona, 2012. http://hdl.handle.net/10803/132284.
Full textAbstract:
In the life long process of language development, the school years play a major role. The linguistic knowledge of schoolers can hardly be characterized without taking into account their performance in the written modality. Writing becomes the necessary platform for the remarkable changes that occur at the lexical, morphosyntactic and discursive levels, all of which are key to the successful attainment of literacy.
In order to characterize the pathways of language development of Catalan schoolers ranging from 5 to 16 years of age we compiled the CesCa (Català Escolar Escrit a Catalunya) corpus. CesCa includes written vocabularies of 5 different semantic fields and texts of 6 different types produced by 2,436 school children and adolescents attending 32 state and semi-state schools in Catalonia. The participants were grouped into 5 separate groups according to their home languages. Only two groups spoke Catalan at home as their only language or in a bilingual condition along with Spanish. The sample thus notably represents the multilingualism of the school population at present, and renders an updated picture of authentic (written) language productions by that school population. All the written productions have been digitalized and prepared for computational processing in the studies presented in the thesis. Using a corpus-based approach, we have examined different domains of development: the lexicon, the syntax (and the relation between these both domains) and spelling, as a problem solving space in which different levels of language are involved. We have also examined the influence of multilingualism on lexical development.
First, the domain of lexical development accounts for the acquisition through (linguistic) experience and interaction with their environment, of new lexical items and constructions that become better interconnected and that better represent the child’s knowledge-base. We have found the lexicon to grow markedly throughout gradeschool in size as well as in quality, to include longer morphologically complex words, a higher proportion of adjectives (a later developing category) and more advanced terms or multiword constructions. Against similar research in other languages we have not found text lexical density to grow with age.
Home language arose as a relevant variable for lexical outcome. However, multilingualism was not necessarily damaging for later lexical development. In fact, bilingual and multilingual children outperformed children who use only Spanish for out-of-school purposes. Thus, being instructed in a language different from one’s home language is more a handicap for monolingual children than for those other children who speak more than one language (in addition to using Catalan at school) out of school.
Both the vocabularies and the texts yield evidence that different semantic fields and types of texts trigger different types of lexicon. The different semantic fields triggered different grammatical categories and some primed more frequent words and other less frequent, more sophisticated terms. However, it is by the analysis of the text-embedded lexicon that we can best assess how, with age, children learn to fine tune their lexical uses to the type of text they are producing.
Next, the domain of syntactic development is related to the acquisition of more complex, low frequency, structures deployed for an increasingly varied range of purposes. We have analyzed the texts regarding the pattern(s) of growth of syntactic complexity in two different sites: the noun phrase and the clause level. Compared to lexical development, acquisition of syntactic complexity is a more protracted, and in the case of clause complexity, late process. Only 10th graders produced significantly more complex syntactic architectures and explanations, the most school-like type of text, arouse as the preferred site for this increased complexity. We have found significant but scarec correlations between the lexical and syntactic uses in the written texts.
Finally, the domain of spelling regards the way linguistic information is mapped onto orthographic segments in a particular language. We have examined the developmental pattern of spelling from 1st through 5th grade, with a particular regard on he different types of knowledge necessary for rendering orthographic spelling in Catalan. We have found children to make fewer mistakes when they can turn to phonographic and morphological analysis of the words than when they need to use orthographic or lexical knowledge. Morphologically based spellings increase substantially between 1st and 2nd grade pointing to a possible effect of the salient rich morphology in Catalan.
This thesis contributes to the field of later language development by covering a sample of children and adolescents wide-ranging in age and linguistic background and by applying a combination of well established language variables with other not so well known yet, on a so far not well researched romance language such as Catalan.Dins el procés de desenvolupament del llenguatge , els anys de l'escola juguen un paper important . El coneixement lingüístic dels escolars difícilment pot caracteritzar-se sense tenir en compte el seu acompliment en la modalitat escrita . Per tal de caracteritzar el desenvolupament del llenguatge dels escolars catalans d'entre 5 i 16 anys d'edat, vam compilar el corpus CESCA ( Català Escolar Escrit a Catalunya ) . El CESCA inclou vocabularis escrits i textos produïts per 2.436 escolars. Els participants tenen llengües d'origen diferents i representen el multilingüisme de la població escolar. Seguint un enfocament basat en el corpus , hem examinat diferents dominis del desenvolupament: el lèxic , la sintaxi ( i la relació entre aquests dos dominis ) i l'ortografia. També hem examinat la influència del plurilingüisme en el desenvolupament del lèxic . En primer lloc , hem trobat que el lèxic creix notablement durant l’escola primària tant en tamany com en qualitat , incloent progressivament paraules morfològicament complexes , una major proporció d’adjectius i termes o construccions multiparaula més avançats. A diferència d’estudis similars en altres llengües no hem trobat que la densitat lèxica dels textos creixi amb l'edat. La llengua materna és una variable rellevant per al creixement lèxic . No obstant, el multilingüisme no va ser necessàriament perjudicial per al desenvolupament del lèxic tardà . L’ús a l’escola d’una llengua diferent de la de la llar és més un desavantatge per als nens monolingües que per als nens que usen el català a l’escola i parlen més d'un idioma fora de l'escola . En segon lloc, l’analisi dels textos en relació amb els patrons de creixement de la complexitat sintàctica en dos llocs diferents: el sintagma nominal i el nivell de clàusula, mostra que l'adquisició de la complexitat sintàctica és un procés prolongat, i en el cas de complexitat clàusula, d’aparició tardana. Hem trobat correlacions significatives, pero disperses, entre els usos lèxics i sintàctics en els textos escrits. Finalment , hem mirat com els escolars usen el seu coneixement lingüístic, per representar ortogràficament els diferents segments lingüístics. Hem trobat que els nens cometen menys errors quan poden recórrer a l’anàlisi fonogràfica i morfològica de les paraules , que quan els cal coneixement ortogràfic o lèxic de la paraula. Aquesta tesi contribueix a l’àmbit de coneixement del desenvolupament tardà del llenguatge, usa una mostra de nens i adolescents àmplia representativa de población escolar, i examina una combinació de variables lingüístiques algunes ben establertes i altres no tan conegudes , que, fins ara, no havien estat usades per l’anàlisi del català.
20
Ahmadi, Naseam. "Examining the associations between socioeconomic status and school-day dietary intake among Vancouver children and adolescents." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44514.
Full textAbstract:
Background:
The majority of Canadian children and adolescents (9 to 18 years old) are not meeting
Canada’s Food Guide recommendations for healthy eating. Moreover, evidence suggests that
SES and dietary quality are positively associated. Yet little is known about the influence of
parents, peers, and food purchasing practices on the associations between SES and dietary
intake or about whether these associations are pertinent in the school context. The primary
objective of this study is therefore to explore associations between SES and school-day
dietary intake among Vancouver youth, before and after controlling for psychosocial factors
and food purchasing practices.
Methods:
In 2012, grade 5-8 students (n=950 from 26 schools) completed a school-based survey and
reported school-day intake of vegetables, whole grains, low fat milk, packaged snack foods,
and sugar-sweetened beverages (SSB). Multivariate logistic regression examined
associations between parent education and food security status with dietary intake, before
and after controlling for peer modeling and parental normative beliefs of dietary intake, and
frequency of purchasing food on school days.
Results:
Compared to students whose parents completed high school or less, students whose parents
completed some college were significantly more likely to consume vegetables daily on
school days (unadjusted OR=1.85, 95% CI=1.06, 3.22). Compared to food insecure students,
food secure students were significantly less likely to consume SSB daily on school days
(unadjusted OR=0.51, 95% CI=0.28, 0.93). Both vegetable and SSB intake were not
significantly associated with SES measures in final adjusted models. In adjusted models,
compared to students whose parents completed high school or less, students whose parents
completed college or university were significantly less likely to consume packaged snacks
daily on school days (adjusted OR=0.61, 95% CI=0.42, 0.90). Parent education and food
security status were not significantly associated with the remaining dietary intake outcomes.
Conclusions:
SES was significantly associated with three of five dietary outcomes; however, we did not
find that either SES measure was consistently a significant determinant of dietary intake
across foods categories. Overall, there is room for improvement in dietary intake of
Vancouver children and adolescents on school days and school nutrition interventions would
benefit all students.
21
Lemmer, Carolina Elisabet. "Reference intervals for the echocardiographic measurements of the right heart in African school children and adolescents." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12247.
Full textAbstract:
Includes abstract.Includes bibliographical references (leaves 103-106).
Echocardiography is the primary imaging modality for the diagnosis and management of right ventricular (RV) failure.[2-5] Besides aiding in the diagnosis and management of conditions such as arrhythmogenic right ventricular cardiomyopathy, pulmonary embolism, and RV infarction, the echocardiographic evaluation of the right heart plays a critical role in the diagnosis and management of congenital heart diseases where the RV often serves as the main pumping chamber...
22
Langenbrunner, Mary R. "School-Age Children and Adolescents' Identification of the "Preferred Parent" in Recreational and Non-Recreational Activities." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3509.
Full text
23
Kaye, Lynne. "Changing conversations : recognising agentic capacity in children with a domestic abuse experience : stories told by school professionals." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21460/.
Full textAbstract:
Educational Psychologists frequently advocate for a systemic approach to supporting children and young people (CYP) in schools, viewing the adults around the child as fundamental to understanding their experience, advocating their needs and bringing about positive change for the child (Mackay, Lauchlan, Lindsay, Monsen, Frederickson, Gameson, & Rees, 2016). In recognition of this, my research listens to the stories told by three Primary School Professionals (SPs), who support children with an experience of domestic abuse (DA). This was an exploratory, qualitative study, within a sensitive field which is under researched (Swanston, Bowyer & Vetere, 2014). Stories were co-created through individual conversations with Primary SPs based in schools in the north of England. I adopted a storied approach to both the creation and analysis of conversations (Phillips & Bunda, 2018). Stories were analysed using an adapted version of Brown and Gilligan’s Listening Guide (1993) - a ‘Voice Centred Relational Method’. I adopted a social constructionist framework, which recognises that knowledge creation is a collaborative endeavour. With this in mind, my research design, foregrounds the importance of a social justice and a feminist paradigm in shaping my research journey throughout. The ‘sociology of childhood’ literature (James and Prout, 1990; 1997; 2015) has contributed toward a re-positioning of children’s response to an experience of DA, as one characterised by ‘agency’ (Overlien & Hyden, 2009). Agentic capacity can be recognised as range of behaviours which signify resistance, protection, strategic thinking and planning, amongst others. Stories told by SPs afforded differing levels of agentic capacity to children, in relation to their experience with DA. This finding has implications for how Educational Psychologists support schools.
24
Honjo, Shuji, Takanori Nishide, Sachiko Niwa, Yasuko Sasaki, Hitoshi Kaneko, Kayo Inoko, and Yumie Nishide. "School refusal and depression with school inattendance in children and adolescents: Comparative assessment between the Children's Depression Inventory and somatic complaints." Blackwell, 2001. http://hdl.handle.net/2237/7211.
Full text
25
Castro, Liliana Nataly, and Jose Arturo Gonzalez. "FACTORS ASSOCIATED WITH PARENT SATISFACTION OF SCHOOL BASED MENTAL HEALTH SERVICES." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/58.
Full textAbstract:
It is important to understand the significant factors that predict parent satisfaction of school based mental health services. These factors are vital as they can decrease attrition rates regarding treatment and can improve the overall quality of services in school based settings. The purpose of this study is to examine the predictors of parent satisfaction by utilizing secondary data acquired from the Ontario-Montclair School District. The measurement instrument utilized was a 10 question survey that included 8 Likert-style questions and one free response question. This study utilized an independent samples t-test which found that school type and language had no significant impact on overall parent satisfaction. This study also utilized a Pearson r correlation coefficient and found that length of sessions, number of sessions, information given, contact with counselor, behavioral outcome and timeliness all have significant positive relationships with overall satisfaction. Lastly, a multiple linear regression was utilized and found that the three strongest predictors of overall satisfaction were behavioral outcome, timeliness of services and information given. Findings from the study can provide social work practitioners with information on how to improve their service delivery in a school setting. Recommendations for future research are also discussed.
26
Nasir, Usman. "Health behavior of school aged children in Pakistan: a comparative study." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140214_090330-60700.
Full textAbstract:
Aim. To observe and evaluate the health behaviour in school aged children and to get key insights into the health related behaviours of young people.
Objectives. To analize and evaluate health behaviours among boys and girls in Pakistan. To analize and evaluate health-risk behaviors among boys and girls in Pakistan.To compare health behaviours of adolescents in Pakistan and Lithuania.
Methods. Health Behavior in School aged Children (HBSC) questionnaire was used in this study. Questionnaire survey was carried out in 2 schools of Pakistan. One school was private and one school was public. The were 300 participants and majority of them were 14 and 15 years old. Health behavior was measured with questions concerning adolescent’s nutritional habits (breakfast, fresh fruit and vegetable, sweets, fast food and soft drinks with sugar consumption), health-risk behavior (cigarette use, injuries) and physical activity. Statistical data was analyzed using the statistic package SPSS 15.0 for Windows.
Results. Two thirds (78.5%) of respondents thought they are in good health and just 4% claimed having excellent health. Study results showed, that 41% of school students exercise 2-3 times a week and 7.3% less than once a month. It was estimated that more than half of Pakistan adolescents eat breakfast every day on weekdays, but on weekends less than one third have breakfast at home. One third of respondents stated, that eat fresh vegetable and 20.1% of then eat fresh fruit every day... [to full text]Santrauka.
27
Lima, Fernando Silvério de. "Signs of Change in Adolescents Beliefs about learning English in Public School: a Sociocultural Perspective." Universidade Federal de Viçosa, 2012. http://locus.ufv.br/handle/123456789/4851.
Full textAbstract:
Made available in DSpace on 2015-03-26T13:44:27Z (GMT). No. of bitstreams: 1
texto completo.pdf: 4233628 bytes, checksum: e04345ad9cb7a3b2102015cfcd67c228 (MD5)
Previous issue date: 2012-03-16Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Esta pesquisa teve por objetivo a investigação das crenças de alunos adolescentes de uma escola pública sobre a impossibilidade de aprendizagem da língua inglesa nesse contexto. O estudo de natureza interventiva foi realizado em uma turma de 32 alunos adolescentes com idade entre 13 e 15 anos em uma escola pública do estado de Minas Gerais (Brasil). O referencial teórico foi baseado em estudos da teoria sociocultural (Gallimore & Tharp, 1996; Johnson, 2006; John-Steiner & Mahn, 1996; Kinginger, 2002; Kozulin, 2003, 2004; Kozulin et al, 2003; Lantolf, 1994, 2007; Lantolf & Appel, 1994; Lantolf & Thorne, 2006; Moll, 1996; van der Veer & Valsiner, 1993, 1994, Vygotsky, 1978, 1986), crenças e mudança de crenças (Alanen, 2003; Barcelos, 2000, 2001, 2003, 2006; Barcelos & Kalaja, 2011; Basso, 2006; Conley et al, 2004; Johnson, 1999; Negueruela-Azarola, 2011; Pajares, 1992; Pintrich, Marx & Boyle, 1993; Richards & Lockhart, 1996; Richards, 1998; Tanaka & Ellis, 2003; Taylor, 2009; Tobin et al, 1994; Vieira-Abrahão, 2006; Wilkins & Ma, 2003; Yang & Kim, 2011), assim como características da adolescência (Arnett, 1999, 2006; Bandura, 2006; Basso, 2008; Buchanan, 1990, 1992; Macowski, 1993; Schunk & Meece, 2006; Pajares, 2006; Tiba, 1985; Vygotsky, 1994a, 1994b, 1998a, 1998b, 1998c). Para a metodologia, foram utilizados dois questionários semi-estruturados, uma narrativa da professora, feedback cards dos alunos, gravações de aulas em áudio, notas de campo e um grupo focal. Os resultados apontaram uma descrença dos alunos por cinco razões: indisciplina dos colegas, poucas aulas, material insuficiente, excesso de alunos por turma e a falta de um conhecimento básico na língua inglesa. Após a intervenção com o grupo, com a implementação de diferentes atividades para envolver os alunos na aprendizagem em sala de aula, suas crenças foram comparadas em termos de mudança. Os sinais de mudança nas crenças dos alunos sobre aprender inglês na escola pública foram observados como resultado de experiências positivas de aprendizagem na intervenção. Embora alguns fatores contextuais ainda influenciaram o grupo, o estudo mostrou que a mudança de crenças, apesar de difícil, é um processo que envolve prontidão, tempo e novas experiências de aprendizagem, que neste caso, foram oferecidas nas novas atividades propostas e as contínuas interpretações positivas dos alunos sobre elas.
This study aimed at investigating the beliefs of adolescent learners in a public school about the impossibility of learning English in that context. This was an intervention study carried out with 32 adolescent language learners aged between 13 and 15 years old in a public school in the state of Minas Gerais (Brazil). The theoretical framework was based on studies from sociocultural theory (Gallimore & Tharp, 1996; Johnson, 2006; John-Steiner & Mahn, 1996; Kinginger, 2002; Kozulin, 2003, 2004; Kozulin et al, 2003; Lantolf, 1994, 2007; Lantolf & Appel, 1994; Lantolf & Thorne, 2006; Moll, 1996; van der Veer & Valsiner, 1993, 1994, Vygotsky, 1978, 1986) on belief and belief change (Alanen, 2003; Barcelos, 2000, 2001, 2003, 2006; Barcelos & Kalaja, 2011; Basso, 2006; Conley et al, 2004; Johnson, 1999; Negueruela-Azarola, 2011; Pajares, 1992; Pintrich, Marx & Boyle, 1993; Richards & Lockhart, 1996; Richards, 1998; Tanaka & Ellis, 2003; Taylor, 2009; Tobin et al, 1994; Wilkins & Ma, 2003; Yang & Kim, 2011) as well as adolescence and its characteristics (Arnett, 1999, 2006; Bandura, 2006; Basso, 2008; Buchanan et al, 1990, 1992; Macowski, 1993; Schunk & Meece, 2006; Pajares, 2006; Tiba, 1985; Vygotsky, 1994a, 1994b, 1998a, 1998b, 1998c). The methodology comprised two semi-structured questionnaires, a teacher narrative, students feedback cards, audio-recorded classes, field notes and a focus group. The results suggested that students did not believe in learning English in public schools for five reasons: students disruptive talk and behavior, too few classes, insufficient materials, crowded classroom and lack of a basic knowledge in the English language. After an intervention with the group, with the implementation of different activities to engage students in classroom learning, their beliefs were compared in terms of change. Signs of change were observed in students beliefs about learning English in public school as a result of positive learning experiences in the intervention. Though contextual factors still had influence upon them, the study revealed that belief change, despite difficult, is a process that involves readiness, time and new learning experiences, which in this case, were provided in the new activities proposed and students ongoing positive interpretations of them.
28
Khalife, Natasha, Vivette Glover, Anna-Liisa Hartikainen, Anja Taanila, Hanna Ebeling, Marjo-Riitta Jarvelin, and Alina Rodriguez. "Placental Size Is Associated with Mental Health in Children and Adolescents." Mittuniversitetet, Institutionen för samhällsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-17060.
Full textAbstract:
Background: The role of the placenta in fetal programming has been recognized as a highly significant, yet often neglected area of study. We investigated placental size in relation to psychopathology, in particular attention deficit hyperactivity disorder (ADHD) symptoms, in children at 8 years of age, and later as adolescents at 16 years. Methodology/Principal Findings: Prospective data were obtained from The Northern Finland Birth Cohort (NFBC) 1986. Placental weight, surface area and birth weight were measured according to standard procedures, within 30 minutes after birth. ADHD symptoms, probable psychiatric disturbance, antisocial disorder and neurotic disorder were assessed at 8 years (n = 8101), and ADHD symptoms were assessed again at 16 years (n = 6607), by teachers and parents respectively. We used logistic regression analyses to investigate the association between placental size and mental health outcomes, and controlled for gestational age, birth weight, socio-demographic factors and medical factors, during gestation. There were significant positive associations between placental size (weight, surface area and placental-to-birth-weight ratio) and mental health problems in boys at 8 and 16 years of age. Increased placental weight was linked with overall probable psychiatric disturbance (at 8y, OR = 1.14 [95% CI = 1.04-1.25]), antisocial behavior (at 8 y, OR = 1.14 [95% CI = 1.03-1.27]) and ADHD symptoms (inattention-hyperactivity at 16y, OR = 1.19 [95% CI = 1.02-1.38]). No significant associations were detected among girls. Conclusions/Significance: Compensatory placental growth may occur in response to prenatal insults. Such overgrowth may affect fetal development, including brain development, and ultimately contribute to psychopathology.
29
Cozett, Colleen. "Factors influencing particpation in physical activity in 11-13 year-old primary school children in the Western Cape." University of the Western Cape, 2014. http://hdl.handle.net/11394/4190.
Full textAbstract:
Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES)Physical inactivity is increasing among adolescents worldwide and may be contributing to the increasing prevalence of overweight and obesity. South African adolescents are physically inactive and obesity has become an alarming trend. Physical activity behaviours have multiple levels of influence that include predisposing factors, reinforcing factors and enabling factors. This study aimed to identify the predisposing, reinforcing, and enabling factors of physical activity and which ones were the strongest predictors of physical activity participation among adolescents in the Western Cape. The study sample was conveniently selected from two schools in the Metropole South Education District. Using the children’s physical activity questionnaire and the children’s physical activity correlates questionnaire, a sample of 348 participants completed the questionnaires. Demographic variables were analysed using descriptive statistics which included means and standard deviations. Pearson correlation and regression analysis were performed to determine the relationship between the variables and to determine the strongest predictors of physical activity overall. Parental influence (r=0.236, p<0.01), peer influence (r = 0.012, p<0.05), perceived physical activity self-efficacy (r=0.212, p<0.05) and perceived physical activity competence (r = 0.192, p < 0.05) were all strong predictors of PA. However, parental influence was the strongest predictor overall (r=0.236, p<0.01). Adolescents are more likely to participate in physical activity if their parents encourage, support and participate in physical activity with them.
30
Vila, Grifoll Mar. "Somatisation in British Secondary school children: measurement, associations, impairment and health care use." Doctoral thesis, Universitat Autònoma de Barcelona, 2014. http://hdl.handle.net/10803/284130.
Full textAbstract:
Aquesta tesi està basada en tres articles que he publicat amb dades recollides d’una mostra de 1251 estudiants de Secundària i Batxillerat al Regne Unit. La informació que es va obtenir amb els qüestionaris que aquest grup de joves van emplenar, ha permès ampliar el coneixement del fenomen de somatització en aquesta població. Les somatitzacions són dolors i altres malestars físics que tenen un origen psicològic i no orgànic. Els símptomes psicosomàtics són comuns en la població pediàtrica. Poden ser lleus i transitoris o bé configurar trastorns psicosomàtics quan suggereixen malalties mèdiques, limiten funcionalment el pacient i comporten visites mèdiques. Aquests trastorns estan fonamentats en condicions psiquiàtriques que s’anomenen Trastorns Somatomorfs.
La motivació per escriure aquesta tesi va sorgir de l’oportunitat de poder estudiar els símptomes psicosomàtics i les seves associacions en una mostra d’estudiants Britànics, així com els seu efectes en el funcionament global d’aquests joves i en la decisió de consultar el metge. L’objectiu del primer article era avaluar els símptomes somàtics utilitzant el CSI-35 (Children’s Somatization Inventory) i analitzar les propietats psicomètriques d’aquest qüestionari. El CSI-35 és un qüestionari que engloba preguntes sobre 35 queixes físiques que el nen ha presentat en les dues setmanes prèvies i avalua tant la frequència com la intensitat de les mateixes. El CSI-35 no avalua l’impacte dels símptomes en el funcionament global del nen, o les associacions amb l’estrès o amb les consultes mèdiques, aspectes que són crucials en l’estudi del fenomen de somatització. És per això que en aquest projecte vam afegir preguntes per avaluar totes aquestes facetes, i vam utilitzar una escala d’impacte en el funcionament global que pregunta sobre l’afectació dels símptomes somàtics en 4 àrees: concentració, estar amb els amics, anar a l’escola i disfrutar d’activitiats en general. Aquesta és la primera vegada que s’han estudiat tots aquests aspectes en una població comunitària d’estudiants Britànics en el context de símptomes somàtics identificats amb el CSI. A més a més d’avaluar els símptomes psicosomàtics utilitzant el CSI-35, i ja que els mals de panxa són les queixes somàtiques més freqüents en la població infanto-juvenil, vam decidir estudiar aquests símptomes amb més profunditat en el segon article. Fins ara hi ha hagut pocs estudis al Regne Unit que hagin estudiat prevalences de mals de panxa en mostres comunitàries d’adolescents anglesos, i les seves associacions amb l’estrès, problemes psicològics, l'impacte en el funcionament global i en les consultes mèdiques.
D’altra banda, estudis en la població adulta indiquen que els pacients que consulten el metge de capçalera amb alta freqüència constitueixen la majoria de les visites a Assistència Primària. Resultats en aquesta àrea d’investigació han demostrat que aquests pacients tenen més desavantatges socials, més problemes mèdics i de salut mental, consulten freqüentment altres metges i pateixen alts nivells de queixes psicosomàtiques. De totes maneres, l’estudi d’aquesta àrea en la població adolescent és escàs i no es coneixen els factors que estan associats amb l’alta freqüència de consultes mèdiques en els joves. És per això que en en el tercer article ens vam concentrar en investigar la contribució d’una sèrie de variables, incloent factors psicosocials, a la freqüència de visites mèdiques en la nostra mostra, posant especial èmfasi en el fenomen de somatització.Psychosomatic pathology is common in the paediatric population. Many children present with somatic symptoms that are often transient and non-impairing and do not need medical care; however, there is a subgroup whose symptoms are chronic, impairing, leading to health-seeking behaviour and associated with psychiatric pathology, who can meet criteria for a Somatoform Disorder. This group constitute a real health concern if not identified and treated properly, as symptoms can persist into adolescence and adulthood with severe personal, economic and public health consequences. The three papers and thus this thesis, was motivated by a need to know more about the phenomenon of paediatric somatisation in British general population by using the CSI-35 (Children’s Somatization Inventory) and studying its psychometric properties. Paper 1 investigates the use of the CSI-35 in a community sample of 1251 Secondary school students and documents the frequency of the physical symptoms and their impact in terms of functional impairment and medical help seeking in British young people. This was the first time that impairment and perceptions of stress were studied in a British general population in the context of CSI identified somatic symptoms. In addition to exploring the use of the CSI in a new population, and since abdominal pains are one of the most commonly reported functional symptoms in children and young people, this was singled out and studied in this sample. Although acute and recurrent abdominal pain is one of the main presentations in children attending primary care services in the UK, there has been little work on the prevalence rates, impairment and medical help seeking behaviour associated with abdominal pain in British adolescent community samples. Therefore Paper 2 explored the relationship between abdominal pain and other symptoms reported by the CSI, as well as investigating its associations with stress and psychological problems, impairment and medical help seeking. Research indicates that frequent attenders account for a large proportion of contacts with general practice; it has been estimated that the top 10% of frequent attenders account for 30-50% of all such contacts. However, research in this area has mainly focused on adult populations and has consistently shown that frequent primary care attenders experience psychosocial disadvantage, have high rates of physical disease, an excess of psychiatric difficulties, high levels of somatisation, and high rates of using other health services. Adolescent primary health care attendance has been neglected, perhaps because adolescents are perceived to rarely attend. This perception is misguided since national statistics indicate that in the UK, 50-70% of young people attend their general practitioner with an approximate average of two consultations per year. High rates of psychiatric disorder and emotional symptoms have been reported amongst adolescent primary care attenders, therefore it may be expected that this association will be particularly marked in those who attend frequently. Given that medical help seeking is a key feature of somatisation, it seems likely that adolescents with functional somatic symptoms will be over represented amongst frequent attenders to primary care. However, very little work has been done on the contribution of functional somatic symptoms, alongside other psychosocial problems, to the frequency of general practice consultations amongst young people, indicating a gap in our knowledge. Therefore this was the focus of Paper 3.
31
Cheng, Chan Pik-wa Gloria, and 陳碧華. "A study of the policy of schools in changing their medium of instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626494.
Full text
32
Trotter, Kay Sudekum. "The Efficacy of Equine Assisted Group Counseling with At-Risk Children and Adolescents." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5489/.
Full textAbstract:
The purpose of this study was to determine the efficacy of equine assisted group counseling as compared to in-school curriculum group guidance/counseling. Research examined externalizing, internalizing, maladaptive, and adaptive behaviors of elementary and middle school students who were considered at-risk of academic or social failure. Two types of behavior instruments, the Behavioral Assessment System for Children (BASC)-Self-Rating, Parent-Rating, and Teacher-Rating Scales; and the Animal Assisted Therapy-Psychosocial Session Form (AAT-PSF), were used in a pretest-posttest comparison group quasi experimental design. Results of the paired sample t-test analysis of the BASC Self-Report indicated that the equine assisted counseling group showed statistically significant improvement in five behavior areas, and the in-school curriculum group guidance/counseling group showed statistically significant improvement in four areas, with only one behavior area the same as the equine assisted counseling group. Results of the paired sample t-test analysis of the BASC Parent-Report indicated that the equine assisted counseling group showed statistically significant improvement in twelve behavior areas, whereas the in-school curriculum group guidance/counseling showed statistically significant improvement in only one behavior area. Results of the paired sample t-test analysis of the BASC Teacher-Report indicated that the equine assisted counseling group showed no statistically significant improvement; however the in-school curriculum group guidance/counseling group showed statistically significant improvement in one area. An ANCOVA comparison of equine assisted counseling group verses in-school curriculum guidance/counseling group using the BASC Self, Parent, and Teacher-Reports indicated that the equine assisted counseling group showed statistically significant improvement in seven behavior areas that the in-school curriculum guidance/counseling group did not. Results of the repeated measures ANOVA of the AAT-PSF (equine assisted counseling group only) showed statistically significant improvement in all 3-scale scores: 1) overall total behaviors; 2) increased positive behaviors; and 3) decreased negative behaviors.
33
Gidlöf, Lisa, and Belay Hermela Retta. "Habits related to television, computer games and eating among school children in a rural and an urban area of Thailand." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-144464.
Full textAbstract:
The aim of this study was to investigate 10-14 year old Thai School children’s habits related to television, computer games and eating, and to make comparisons regarding these issues between genders as well as between a rural and an urban area of Thailand. A descriptive comparative, cross-sectional study with a quantitative method was used. Data were collected at two schools, one in Bangkok and another in Ayuttahaya, Thailand. A purposive sample consisting of 441 participants was included in the study, from grade 5, 6 and 7. The chosen theoretical framework was Virginia Henderson´s nursing theory. The result showed that most children watch television 1-4 hours/day and play computer games 30min-1hour/day. Significant differences between the genders or areas regarding television viewing were not found. Habits of playing computer games were similar in the urban and rural area, although boys played more computer games than girls. The children in the urban and rural area ate quite healthy food regarding intake of fruits and vegetables. However fast food and snacks while watching television and playing computer games were more common among children in urban area than rural area. A different between genders was also found, showing that girls eat more than boys, both healthy alternatives and more unhealthy while watching TV and playing computer games. Limitation and reduction of television watching and playing computer games are needed for the children and also motivation to more physical activity as well as healthier food choices.
34
Yuen, Ka-chai Thomas. "A school-based growth group for adolescents from divorced/separated families in Hong Kong (a case study)." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057878.
Full text
35
Smith, Stephanie Jane. "A Descriptive Study of Parenting Styles, Parental Feeding Behaviors and BMI Percentiles in School-age Children and Adolescents." Wright State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=wright1216113866.
Full text
36
Tezas, Nikolaos. "Community and School Based Mental Health Interventions for Refugee Children and Adolescents: A 2010-2020 Systematic Literature Review." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48364.
Full textAbstract:
Introduction: Traumatic experiences before, during but also after refugee children’s and adolescents’ displacement impose harmful mental health symptoms like post-traumatic stress disorder, depression and anxiety. Nevertheless, such threats can be addressed since mental health interventions have been found not only effective but are seen as a legal and ethical obligation. Aim: This study’s aim was to systematically investigate and present available school and community based mental health interventions for refugee children and adolescents from 2010-2020 and to report on their outcome. This systematic review was conducted in order to address certain gaps in literature about contemporary mental health interventions for refugee children and adolescents. Method: Specific search terms were used in three scientific online databases (EBSCO-ERIC, PsycINFO and Scopus) and for a manual searching. Six prime studies emerged through title, abstract and full-text examination based on inclusion and exclusion criteria and quality assessment. Results: After data analysis was completed several themes and categories were identified. Most mental health interventions were community based and adopted Cognitive Behavioural Therapy’s principles. There was also a school based mental health intervention that adopted creative arts. However, all yielded promising results in alleviating harmful mental health symptoms. Key concepts like caregivers’ role, culture, activities employed and reflection on theories seem to follow similar patterns in the prime stud-ies. The results are discussed in relation to literature and are critically reflected upon. Conclusion: Successful mental health interventions for refugee children and adolescents allow for hope to be fostered. Intervention designers and other professionals can use the discussed characteristics and factors in their approaches that seemingly can lead to resilience and post traumatic growth.Εισαγωγή: Οι τραυματικές εμπειρίες που βιώνονται τα παιδιά και οι έφηβοι πρόσφυγες πριν, κατά αλλά και μετά την μετανάστευση οδηγούν σε αρνητικά συμπτώματα ψυχικής υγείας όπως διαταραχή μετατραυματικού στρες, κατάθλιψη και αγχώδη διαταραχή. Παρ’ όλα αυτά, τέτοιες απειλές μπορούν να αντιμετωπιστούν αφού οι παρεμβάσεις ψυχικής υγείας έχουν υποστηριχθεί όχι μόνο ως αποτελε-σματικές αλλά θεωρούνται νομική και ηθική υποχρέωση. Σκοπός: Ο σκοπός αυτής της εργασίας ήταν να παρουσιαστούν μετά από συστηματική έρευνα διαθέ-σιμες σχολικές και κοινοτικές παρεμβάσεις ψυχικής υγείας για παιδιά και εφήβους πρόσφυγες από το 2010- 2020 και να αναφερθούν τα αποτελέσματά τους. Η παρούσα συστηματική βιβλιογραφική ανα-σκόπηση πραγματοποιήθηκε ως συνεισφορά σε ορισμένα κενά στη βιβλιογραφία όσον αφορά τις σύγ-χρονες παρεμβάσεις ψυχικής υγείας για παιδιά και εφήβους πρόσφυγες. Μέθοδος: Συγκεκριμένοι ερευνητικοί όροι χρησιμοποιήθηκαν σε τρεις διαδικτυακές ερευνητικές πη-γές δεδομένων (EBSCO-ERIC, PsycINFO and Scopus) και μια ανεξάρτητη έρευνα. Μετά από αξιο-λογήσεις σε τίτλο, περίληψη και κυρίως κείμενο βάση συγκεκριμένων κριτηρίων επιλογής και από-κλισης καθώς και μετά από μια ποιοτική αξιολόγηση αναδύθηκαν έξι ερευνητικές μελέτες. Αποτελέσματα: Η ανάλυση των δεδομένων ανέδειξε αρκετά θέματα και κατηγορίες στις έρευνες. Στην πλειοψηφία τους παρουσιάστηκαν κοινοτικές παρεμβάσεις ψυχικής υγείας που ακολούθησαν τις αρχές της Γνωστικής Συμπεριφοριστικής Θεωρίας. Υπήρξε και μια παρέμβαση ψυχικής υγείας που πραγματοποιήθηκε σε σχολείο και βασίστηκε σε τέχνες. Ωστόσο, όλες παρουσίασαν υποσχόμενα α-ποτελέσματα όσον αφορά την μείωση των αρνητικών συμπτωμάτων ψυχικής υγείας. Κύριες έννοιες όπως ο ρόλος των κηδεμόνων, η κουλτούρα, οι δραστηριότητες που πραγματοποιήθηκαν καθώς και θεωρίες που συσχετίζονταν με τις παρεμβάσεις παρουσιάστηκαν με όμοιο τρόπο στις ερευνητικές μελέτες. Τα αποτελέσματα συζητούνται με βάση την βιβλιογραφία και αναλύονται με βάση κριτικά επιχειρήματα. Συμπεράσματα: Η ύπαρξη επιτυχημένων παρεμβάσεων ψυχικής υγείας για παιδιά και εφήβους πρό-σφυγες ενισχύουν ελπιδοφόρες προοπτικές. Οι υπεύθυνοι για τον σχεδιασμό παρεμβάσεων και άλλοι επαγγελματίες μπορούν να ενσωματώσουν στις παρεμβάσεις τους τα χαρακτηριστικά και τους παρά-γοντες που συζητούνται και που πιθανώς να οδηγούν σε ψυχική ανθεκτικότητα και μετατραυματική ψυχική ανάπτυξη.
37
Helmke, Jessica Jaye. "A qualitative content analysis of local school wellness policies for Ohio schools." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243439223.
Full text
38
Sun, Lei. "The literate lexicon in narrative and expository writing : a developmental study of children and adolescents /." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8443.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 137-149). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
39
Wood, Rachael Jane. "Changing child health surveillance in Scotland : an exploration of the impact on preventive health care of pre-school children." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8101.
Full textAbstract:
The health service provides a Child Health Programme (CHP) to all children to help them attain their health and development potential. Core elements include screening, immunisations, growth and development surveillance, health promotion advice, and parenting support. The surveillance/advice/support components (known as Child Health Surveillance CHS) are delivered through a series of universally offered child health reviews mainly provided by Health Visitors (HVs) supplemented by additional support as required. Scottish policy issued in 2005 led to considerable changes to the CHP. The number of CHS reviews was substantially reduced to enable more intensive support of children who required it. A three category indicator of need was introduced at the same time to facilitate the identification of children requiring enhanced support. This thesis aims to explore the shift to more targeted provision of CHS that occurred from 2005 onwards, and to examine the impact of this on the preventive health care provided to pre-school children. The specific objectives are: · To describe the development of professional guidance on the CHP and how this has been adopted into Scottish policy. · To compare the CHP provided in Scotland to that offered in other high income countries. · To examine the impact of the changes to CHS on the coverage of universally offered child health reviews. · To explore, following the changes to CHS, which factors are associated with children being identified as in need of enhanced CHP support. · To assess the impact of the changes to CHS on the totality of preventive care provided to pre-school children by HVs and General Practitioners (GPs). The key methods used are literature review, policy analysis, and analysis of routine health data. Selected findings include the following: · All the high income countries studied provide the same basic elements as the Scottish CHP but the detail of the different programmes varies considerably. Some of the variation may reflect the different needs of different populations, but much seems to reflect different approaches to evidence interpretation and policy making in different settings. · Not all children offered ‘universal’ child health reviews actually receive them. Children from deprived areas are less likely to receive their reviews. Inequalities in review coverage have remained unchanged after the changes to CHS. · Many factors, including those reflecting infant and maternal health and family social risk, are associated with being identified by HVs as needing enhanced CHP support. The threshold at which children are identified as needing enhanced support varies between areas across Scotland. · GP provision of child health reviews has reduced after the changes to CHS as would be expected. Recorded GP provision of other preventive care consultations is uncommon and has not changed. Currently available routine data do not allow trends in the totality of HV provided care to be examined. In summary, the Child Health Programme makes an important contribution to supporting young children and their families but it is a complex service and considerable uncertainty about aspects of its content and delivery remain.
40
King, Mary Emily. "Changing negative attitudes of elementary children toward the aged through positive interaction and aging education within the school curriculum." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/706.
Full textAbstract:
Children develop attitudes at an early age, both positive and negative. Negative attitudes toward the aged can be changed through direct contact between the elderly and through aging education within the curriculum. Children have negative attitudes toward the elderly and the aging process. Direct contact can change these views by providing interaction between children and the elderly while aging education can bring about an awareness of the aging process and of the aged. With aging being an inevitable and important part of being human, it is necessary as well as important for educators to help children develop positive attitudes toward the aged. Activities have been included, integrating aging education within the curriculum focusing on attitudes children have toward the aged, an awareness of aging and the aged and direct interaction.
41
Clevenger, Wesley Arnold. "A case study exploration of placement in a therapeutic day school as an educational intervention package for children and adolescents with bipolar disorders." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/789.
Full textAbstract:
The number of children and adolescents diagnosed with bipolar disorders has increased dramatically since the mid-1990s, while the treatment literature has failed to keep pace. Few studies have explored any aspect of the educational functioning of this population, and no empirically supported educational interventions have been identified. As a result, school psychologists have little guidance regarding how to effectively serve these students.
In this study, case study methodology was utilized to explore the effectiveness of placement in a therapeutic day school as an educational intervention package for eleven (n=11) children and adolescents diagnosed with bipolar disorders. Both quantitative and qualitative data were utilized, and within- and cross-case analyses were conducted. Academic performance was examined in the areas of reading, mathematics, writing, science, and social studies. Behavioral/social-emotional performance was explored in the areas of on task/work completion, compliant (i.e., following instructions), and physically aggressive behaviors, as well as social skills and coping skills. Results indicated that a majority of students with bipolar disorders at least sustained performance in areas of relative academic and behavioral/social-emotional strength, improved performance in areas of relative academic and behavioral/social-emotional weakness, achieved positive immediate educational outcomes (e.g., upper levels of school's behavior modification level system, re-integration into home schools), and ameliorated referral concerns.
Interestingly, all students in this study exhibited relative weaknesses in social and coping skills. Nearly all students demonstrated a relative weakness in mathematics. Another important finding of this study was the identification of two distinct patterns of physically aggressive behavior: a "spike" pattern and a "low levels" pattern. All students exhibited one of these two patterns, either in full or emerging form.
In general, placement in a therapeutic day school was determined to be an effective educational intervention package for students with bipolar disorders. However, degrees, rates, and patterns of success were variable. Future studies should attempt to parse out the treatments that comprised this study's intervention package in an effort to find effective treatments for children and adolescents with bipolar disorders.
42
Rehman, Nida Ammar. "Peer Victimization of Children and Adolescents with Intellectual Disabilities : A Systematic Literature Review from 2000-2020." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48338.
Full textAbstract:
Background: Children and adolescents with intellectual disabilities are at increased risk for peer victimization in schools. Due to the deficits in their social, cognitive, and adaptive skills, these children face greater challenges to stand up for themselves thus, facing continued victimization. Aim: This systematic literature review sought to critically identify the existing literature on predictors and outcomes which are associated with peer victimization in children and adolescents with intellectual disabilities in a school environment using the Biopsychosocial model. Method: To conduct this study, a systematic search procedure was formulated to retrieve relevant scholarly articles from the chosen databases. Peer reviewed journals were searched to retrieve articles from education, psychology, and social sciences, published in English language between years 2000-2020. Only studies with children and adolescents ages 6 - 21 years were considered. A total of eight articles with five cross-sectional, two cohort, and one case-control studies qualified to answer the research questions. Results: Findings varied across the social and psychological aspects. Social predictors and outcomes were found to be dominant for peer victimization. Internalizing Behaviour Disorders as a whole was identified as a psychological predictor with low self-esteem and depressive feelings as individual predictors and outcomes of peer victimization. Conclusion: Children and adolescents with intellectual disabilities are vulnerable to peer victimization due to deficits in disability characteristics. Exposure to peer victimization can pose serious consequences on their social and psychological well-being. Implications for future research and methodological limitations of this study are also discussed.
43
Ishaq, Jennifer K. "School-based Yoga Intervention Programs: Promoting Self-regulation and Adaptive Functioning Outcomes." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1623351981773005.
Full text
44
Greco, Ana Martina. "Children and youth victimization: Detection and reporting from school staff members." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/672576.
Full textAbstract:
Violence affects many children and youth, causing devastating effects. Schools are in an ideal position to prevent, detect and report potential victimization cases. Yet, studies have found several limitations to perform these tasks, like misconceptions or lack of knowledge and resources. Besides, the empirical evidence of the effect of each of these variables in the detection and reporting experience is limited.
This thesis composed by three original empirical studies addresses the experience of school staff members with children and youth victimization, its detection and the reporting of potential cases, as well as their level of knowledge. The studies have been published as detailed in the “Studies” section.
The sample for studies 1 and 2 was composed by 184 staff members between 22 and 64 years old (84.04% females, M = 43.40, SD = 10.37). Sample for study 3 included 453 school staff members (83.53% females) between 22 and 65 years old (M = 42.23, SD = 9.46). Participants answered a self-administered questionnaire created ad·hoc , including questions about experience with victimization (e.g., “Have you received any training regarding child victimization?”), its detection (e.g., “How many times during your career did you suspect that a minor might be being victimized?”) and its reporting (e.g., “Have you ever you report a child abuse suspicion to an external agency outside school (e.g., social services)?”). The level of knowledge was tested through statements about victimization (e.g., “Child victimization affects less than 10% of minors in Spain”) , its detection (e.g., “A minor growing up in a one-parent family is more likely to experience victimization”) and its reporting (e.g., “If a suspicions turns out not to be true, the family is entitled to sue the informant”) that participants had to classify as true, false or unknown. Descriptive statistics (i.e., frequencies, percentages, proportions, means and standard deviations), bivariate (i.e., Chi-square and Kruskal-Wallis test with their corresponding effect sizes) multivariate (i.e., logistic regression) and qualitative analysis were used to respond to each study’s aims.
A small proportion of school staff has ever been trained regarding childhood and youth victimization. Over 70% has suspected that a student might be being victimized at least once. However, only around 40% of those who ever detected a potential case reported outside school. The majority of those who reported perceived the intervention that followed the report as beneficial for the child’s well-being. The decision not to report was mostly based on what happened once participants shared their concerns within the school. Other reasons not to report were thinking that their suspicions needed to be serious or certain, unclear definitions, feeling they were not entitled, lack of knowledge and fears. With each year of experience, the likelihood to detect a potential case increased by one time. The likelihood of reporting was significantly higher among school staff with accurate and concrete knowledge in reporting procedures (e.g., anonymity, need for the principal’s consent). Reporter’s gender (i.e., males were more likely to report than females) or the role they performed in school (i.e., workers who only came into contact with children specifically or sporadically reported significantly less than those who spent at least for hours a day in charge of groups of students) were also relevant.
Results found complement previous research by quantifying the proportion of suspicions of potential victimization cases that go underreported from school. Findings contribute to dispel misconceptions about the efficiency of social services interventions and suggest ways in which early report can be increased. Empirical evidence of the effect of specific aspects of knowledge in reporting is provided and internal school dynamics that might prevent some concerns to reach external agencies are described.Las escuelas están en posición ideal para prevenir, detectar y notificar potenciales casos de violencia, pero los estudios reportan limitaciones como la persistencia de falsas creencias o falta de conocimiento y recursos. La presente tesis, compuesta por tres investigaciones originales, estudia la experiencia y el conocimiento de trabajadores escolares respecto de la victimización infantil y adolescente, su detección y notificación. La muestra de los estudios 1 y 2 fue de 184 trabajadores escolares de entre 22 y 64 años (84,04% mujeres, M = 43,40, DT = 10,37). En el estudio 3 se incluyeron 453 sujetos (83,53% mujeres) de entre 22 y 65 años (M = 42,23, DT = 9,46). Los participantes respondieron a un cuestionario autoadministrado creado ad·hoc, que incluía preguntas sobre victimización, detección y notificación. Se evaluó el nivel de conocimiento con frases que debían clasificarse como ciertas, falsas o desconocidas. Se obtuvieron estadísticos descriptivos, se hicieron análisis bivariados, multivariante y cualitativos para responder a los objetivos de cada estudio. Una minoría se ha formado en victimización. Más del 70% ha sospechado que alguno de sus estudiantes podría estar siendo victimizado/a. De ellos, sólo el 40% notificó alguna vez por fuera de la escuela. La mayoría de quienes habían notificado consideraron que la posterior intervención fue beneficiosa para el menor. La decisión de no notificar se tomó mayormente luego de compartir la sospecha con otros miembros del equipo. Con cada año de experiencia, la probabilidad de detectar al menos un potencial caso de victimización se incrementa una vez. La probabilidad de notificar es significativa más alta entre los participantes que tienen conocimiento concreto del procedimiento. El género o el cargo también resultaron relevantes. Esta tesis complementa trabajos anteriores cuantificando la proporción potenciales casos de victimización que no se notifican a autoridades exteriores desde la escuela. Los resultados contribuyen a desmitificar opiniones adversas sobre la eficiencia de los servicios sociales y sugieren maneras de aumentar la notificación temprana.
45
Yuen, Ka-chai Thomas, and 袁家齊. "A school-based growth group for adolescents from divorced/separated families in Hong Kong (a case study)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960613.
Full text
46
Mann, Georgianna Rhodes. "Effect of a New Nationally-Mandated Healthy Competitive Foods Policy on Middle School Students' Dietary Intake." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/78672.
Full textAbstract:
Nearly one-third of children in the United States (U.S.) are classified as overweight or obese. Weight status in childhood and adolescence has been tied to adult obesity, which also affects more than one-third of adults in the U.S. Availability of foods and beverages can affect dietary habits, particularly in schools. Students spend most of their waking hours and consume almost half of their daily energy intake in schools. In July of 2014, competitive foods and beverages were required to meet the U.S. Department of Agriculture's Smart Snacks in School nutrition standards. Competitive foods and beverages are items sold outside of the National School Lunch Program and School Breakfast Program. Competitive foods include items offered à la carte, in vending machines, in school stores, and as fundraisers. The goals of this study were to: 1) examine the nutritional quality of competitive foods and beverages in vending machines and as à la carte available to students and 2) assess snack food and beverage intake by students before and after the implementation of the new standards in a sample of middle schools in rural Appalachian Virginia. Eight middle schools with higher than 50% of student eligibility for free or reduced priced lunches were included in the sample. Audits of food and beverage products sold in vending machines and à la carte were completed in the spring of 2014 and 2015. Food frequency questionnaires were completed by students in participating schools. Results showed improvements in school food offerings, though no schools were completely compliant with the new standards. The components of students' diets did not change significantly during the study period, suggesting that improved compliance may not be enough to create a dietary shift. Foods were often replaced with reformulated versions of the same products sold before the
implementation of the standards. Incentives for schools to sell more nutrient-dense options such as fruits and vegetables may be helpful to create changes in student's diets. Schools may also require additional training and assistance to fully implement nutrition standards and reach full compliance. Further research is needed to understand barriers to and possible solutions for offering healthier foods and beverages to students in middle schools.Ph. D.
47
Starling, Julia M. "The Language in Classrooms Program : an evaluation of a whole-school intervention for adolescents with language impairment." Thesis, The University of Sydney, 2012. http://hdl.handle.net/2123/16006.
Full text
48
Johnson, Price McCloud. "The Role of Network Position for Peer Influences on Adolescents' Academic Engagement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1636.
Full textAbstract:
Academic engagement has been found to significantly predict students' future achievement. Among adolescents, the peer context becomes an increasingly important point of socialization and influence on beliefs and behavior, including academic engagement. Previous research suggests that those peers with whom an adolescent spends much of their time significantly predict change in engagement over time (Kindermann, 2007). Bronfenbrenner's ecological systems theory (Bronfenbrenner & Morris, 1998) postulates that exosystem effects (those influencing factors that are not directly connected to individuals) play an important role in development, and social network theorists have suggested that the position one occupies within the greater network is a key factor that determines one's power of influence (Borgatti, 2005). An individual's own position in a network emerges from his or her own connections, as well as from the structures formed by the connections of his or her affiliates (the exosystem). Utilizing an existing dataset, social networks analysis techniques were used to examine how three different forms of centrality (degree, closeness and eigenvector), which are markers for micro- and exo-system effects, relate to classroom engagement and its change over time. Results showed that although centrality in a network is positively related to academic characteristics at one point in time, students who have large numbers of immediate connections (degree centrality) tend to decrease in engagement over time. In contrast, eigenvector centrality showed a positive interaction with peer group influence on change in engagement over time. For those students who had highly interconnected peers the positive effect of peer group engagement was increased.
49
Walters, Freda Aletta. "Effectiveness of the classroom communication resource in changing primary school learners' attitudes towards children who stutter after one month: A feasibility study." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15754.
Full textAbstract:
Children who stutter are bullied and teased by their peers, especially in the primary schooling years. The Classroom Communication resource (CCR) was developed as a teacher-administered classroom-based education programme aiming to improve peers' attitudes towards CWS. The focus of this feasibility study was to determine the initial treatment effect of the CCR to improve peers' attitudes towards CWS and the feasibility for a larger scale cluster randomised trial (CRT) in future. Peer attitudes were determined via a Likert scale questionnaire, the Stuttering Resource Outcomes Measure (SROM), completed by primary school learners. Aim one was to establish if the SROM was a valid and reliable outcomes measure. Aim two utilized a quantitative, CRT design with a control group to describe the direction and magnitude of changes in 196 Grade 7 peers' attitudes towards CWS following the administration of the CCR. It also determined whether the changes were linked to gender or having exposure to a person who stutters. The evidence confirmed that the SROM was a valid and reliable outcomes measure. Attitude changes after the administration of the CCR were analysed through inferential statistics. A significant positive change in SROM scores was found in the experimental group (p=0.005) when compared to the control group (p=0.41). Females had a greater magnitude of change in SROM scores after the administration of the CCR compared to males. Participants with prior exposure to a person who stutters held more positive attitudes towards CWS at pre-test. The magnitude of positive change in SROM was greater in participants who did not have prior exposure to a person who stutters (p=0.007). The study indicated initial positive treatment effect of the CCR and implications for the feasibility of a larger CRT is discussed.
50
LIMA, MARSILÉIA BRASIL DE. "PERCEPTIONS OF ELEMENTARY SCHOOL TEACHERS ON DOMESTIC VIOLENCE AGAINST CHILDREN AND ADOLESCENTS: STUDY OF THE NOTIFICATION PROCESS IN A PUBLIC SCHOOL IN THE CITY OF MANAUS, AM." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=19208@1.
Full textAbstract:
A presente dissertação, intitulada Percepções de professores do ensino
fundamental sobre violência doméstica contra crianças e adolescentes: estudo
sobre o processo de notificação em uma escola pública do município de
Manaus, AM é o resultado de uma pesquisa de natureza qualitativa, que
procurou conhecer o que um grupo de professores do Ensino Fundamental
entende por violência doméstica contra crianças e adolescentes e como se
posiciona diante da obrigatoriedade de comunicação dos casos de suspeita ou
confirmação deste tipo de violência estabelecido pelo Estatuto da Criança e do
Adolescente (ECA). Para sua realização foi elaborado um questionário que foi
respondido por 19 professores que atuam nas primeiras séries do ensino básico, de
uma escola pública localizada entre as zonas Norte e Leste da cidade de Manaus.
A análise das respostas revelou que os professores que participaram deste estudo
conhecem pouco sobre a Violência Doméstica e a maioria a associou apenas à
agressão física, identificada por marcas corporais. Quanto ao conhecimento e o
posicionamento em relação ao que estabelece o ECA, apenas 31,57 por cento dos
professores têm conhecimento do procedimento adequado, 26 por cento deles conhecem
parcialmente, enquanto 21 por cento dos professores afirmaram que desconhecem
totalmente informações sobre o procedimento previsto. Quanto à obrigatoriedade
de denúncia, 63,25 por cento dos professores responderam que a desconhecem.This dissertation entitled Perceptions of elementary school teachers on domestic violence against children and adolescents: study of the notification process in a public school in the city of Manaus, AM. Is the result of a qualitative research, which sought to find out what a group of elementary school teachers understand as domestic violence against children and adolescents and how they stand in relation to the mandatory reporting of suspected or confirmed cases of this type of violence established by the Statute of Child and Adolescent (ECA). For its realization we designed a questionnaire that was answered by 19 teachers who work in the early grades of basic education in a public school located between the northern and eastern areas of the city of Manaus. The analysis of responses revealed that teachers who participated in this study know little about domestic violence and the majority only associated it with physical aggression, identified by body marks. Regarding knowledge and position in relation to what is established by the ECA, only 31.57 per cent of teachers were aware of proper procedure, 26 per cent of them knew partially, while 21 per cent of teachers said they knew nothing about the procedure. As for mandatory denunciation, 63.25 per cent of teachers responded that they were unaware of it.