Tesi sul tema "School psychology ; Social psychology"
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Cooper, Jennifer M. "Correlates of Social Justice Self-efficacy and Commitment of School Psychology Trainees". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429306981.
Testo completoKabour, Marianne Michelle. "School violence: Parent and school official perceptions and responses". Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2737.
Testo completoAndreassi, Cristina Lynne. "Social Cognition as a Mediator in the Relationship between Disability Status and Social Status". NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-05282004-141603/.
Testo completoDion, Lisa A. "The Relationship of School-Wide Positive Behavior Supports to School Climate and Student Behavior". Thesis, Johnson & Wales University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10103480.
Testo completo“Since the 1970s, one of the hallmarks of reforms of junior high and middle schools has been the recognition of social ‘needs’ of young teens and the ways in which schools have failed to serve them” (Juvonen, p. 197, 2007). If school climate is left to fail, adolescents are at a risk for developing mental health problems, anxiety, antisocial behaviors, and depression (Shortt, Alison, & Spence, 2006). Unless discipline issues are at a minimum, instruction will be interrupted and teaching time will be lost (McIntosh, Bohanon & Goodman, 2011).
The following research questions are a few of the questions that guided this study: 1. What are the students’ perceptions of school climate at the end of the school 2014 year? 2. What are the differences in the number of Office Disciplinary Reports (ODRs) from pre-implementation of the SWPBS in 2009 to post-implementation of the SWPBS in 2014 by grade level and gender?
This study employed a causal-comparative research design utilizing ex post facto data collected from ODRs and a School Climate Survey to determine feasibility and worthiness of a School-Wide Positive Behavior Supports (SWPBS). The students in this study (N=487) were from a small suburban middle school located in the Northeast.
Analyses of students’ perceptions of school climate were negative in the following three dimensions: Order and Discipline=41%, Student-Interpersonal Relations=49% and Student-Teacher Relations =78%. An analysis of ANOVAs revealed significant differences between grade levels 5 to 8 (p=<.001). Findings for Office Disciplinary Reports (ODRs) at the end of a five-year implementation of a SWPBS system reported significant percent decreases ranging from 54% at pre-implementation of the SWPBS to 90% at post-implementation in grade levels 5 to 8.
Educational leaders can utilize the findings from this study to guide their instructional practice on building Student-Teacher Relations and implement the use of a School-Wide Positive Behavior Support (SWPBS) system, to help address the social emotional needs of students and minimize student behavioral problems to effect time spent on learning and the success of student learning in the classroom.
PORTER, CORNELIA PAULINE. "SOCIALIZATION, BLACK SCHOOL-AGE CHILDREN AND THE COLOR CASTE HIERARCHY (SOCIAL COGNITION, PSYCHOLOGY, NURSING)". Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188010.
Testo completoCavanaugh, Barbara Harlow. "Predictors of middle school girls' engagement in suspendable school offenses". ScholarWorks, 2007. https://scholarworks.waldenu.edu/dissertations/560.
Testo completoPerdue, Neil Hunter. "The relation between social support and behavioral and affective school engagement". [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3354920.
Testo completoTitle from PDF t.p. (viewed on Feb. 5, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2600. Adviser: David B. Estell.
Hackney, Candace Dorothy. "Social Emotional Learning as a Charge for School Psychologists". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1566147862091835.
Testo completoWaite, Jennifer. "An exploration of educational psychology support for children at risk of school exclusion". Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-educational-psychology-support-for-children-at-risk-of-school-exclusion(9a51d603-e68a-49fd-acfa-3650c5b9efd0).html.
Testo completoJuge, George Emory. "Left out: Exclusionary gender discourses in Swedish high school psychology textbooks". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33634.
Testo completoThe aim of this thesis is to identify discursive representations of gender in three different learning materials used in an introductory course to psychology on the high school level in Sweden. Methodology and theory come primarily from discourse analytical traditions and have also been informed by certain feminist theories. A systematic reading and coding of the text and images present in the materials led to the emergence of three themes: pronouns, norms, and difference. The thesis is a part of a degree in pedagogy, and the intended result of the analysis was to aid myself and other teachers of psychology, my specialization, in the development of norm critical pedagogy and didactics which foster a better understanding of marginalized people in our students. The findings were that the two psychology textbooks, Psychology 1 + 2a (Levander and Levander, 2012) and Mänskligt (“Human”) (Bernerson and Cronlund, 2017), have each addressed norms, including norms surrounding gender and sexual orientation, but have also acted to reify normative discourses in these areas. Mänskligt has done a somewhat better job of lifting and applying norm critique. The third material, Bryt! (“Break the Norm!”), is not a psychology textbook but a workbook in norm critique mostly consisting of exercises to be carried out in groups with the intention of facilitating understanding of norms and their consequences. My recommendation is to employ Bryt! as a supplement to the use of one or both of the analyzed textbooks in the classroom in order to offer our students a more thorough understanding of the ways in which norms, particularly the cis/heteronorm, act to negatively affect the mental health of marginalized populations such as members of the LGBTQIA+ population.
Greenman, Paul S. "A multi-informant, longitudinal study of overt aggression, peer rejection, and school adjustment in Italian elementary school children". Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/29217.
Testo completoCrick, Amanda. "Emotional Intelligence, Social Competence, and Success in High School Students". TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/649.
Testo completoMinnich, Kathy J. "A phenomenological study of workplace empowerment and self-efficacy of school social workers". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1119.
Testo completoNelson, McKell. "Utilizing a School-Based Treatment to Address Socially Anxious Elementary School Students". DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/6969.
Testo completoJackson, Taft Leanne. "Exploring the potential contribution of educational psychology to the promotion of community cohesion". Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-potential-contribution-of-educational-psychology-to-the-promotion-of-community-cohesion(482f8481-7c98-4dfc-9e3a-80df75a0d1d2).html.
Testo completoPalesch, Katherine Elizabeth. "The effects of exercise, hobbies, and social support on teacher burnout /". Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30198.
Testo completoFlynn, Lauren. "The Role of School Psychologists in Social-Emotional Learning Programs". University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406724833.
Testo completoO'Carroll, Valerie Jane. "The provision of social support to injured high school football players: The role of the head coach". Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2954.
Testo completoFeghali, Molly Nackley. "INTERRACIAL CONTACT AT A DIVERSE HIGH SCHOOL: HOW SCHOOL AND COMMUNITY STRUCTURES SHAPE STUDENTS’ EXPERIENCES". Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1547485755859956.
Testo completoMacIntosh, Caroline C. "School transition as a stressful life event and the role of social competence and social support as protective factors during the transition to junior high school". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0018/NQ45182.pdf.
Testo completoBrooks, Jeffrey S. "Teachers, freedom, and alienation : a year at Wintervalley school /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091903.
Testo completoSabnis, Sujay. "Cognitivism in School Psychologists’ Talk about Cultural Responsiveness: A Critical Discourse Analysis". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7919.
Testo completoBateman, Lisa P. "Relationships between Life Satisfaction, Symptoms of Inattention and Hyperactivity/Impulsivity, and Depressive Symptoms in High School Students". Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631588.
Testo completoGiven increased evidence related to the importance of fostering life satisfaction in the overall population (Diener & Diener, 1996), as well as recent suggestions regarding the importance of increasing positive academic and social outcomes for children with ADHD (DuPaul, 2007), it is important to gain a clearer understanding of how life satisfaction may be related to symptoms of inattention and hyperactivity/impulsivity. Research on the relationship between life satisfaction and symptoms of inattention, hyperactivity, and impulsivity is currently limited to two studies (Gudjonsson et al., 2009; Ogg et al., 2014). The current study investigated the relationship between symptoms of inattention and hyperactivity/impulsivity and reports of global life satisfaction in 399 high school students. This study used the bifactor model to conceptualize ADHD given that this model provided the best fit when compared to other models of ADHD in the current study and given that there is substantial evidence in the current literature to support the use of this model (Martel, von Eye, & Nigg, 2010). Structural equation modeling results demonstrated that the general factor of ADHD was a significant predictor of life satisfaction when students rated ADHD symptoms, and the inattention factor of ADHD was a significant predictor of life satisfaction when teachers rated ADHD symptoms. In addition, because depressive symptoms have been associated with life satisfaction and inattention, hyperactivity, and impulsivity, the current study examined if life satisfaction moderated or mediated the relationship between inattention, hyperactivity, and impulsivity and depressive symptoms. Results of the present study suggested that life satisfaction serves as a potential but weak moderator in the relationship between general ADHD and depression when symptoms of ADHD were rated by teachers. Results also demonstrated that life satisfaction mediated the relationship between general ADHD symptoms and depressive symptoms when ADHD symptoms were rated by students, and life satisfaction mediated the relationship between inattentive symptoms and depressive symptoms when ADHD symptoms were rated by teachers.
The current study contributes to existing literature on life satisfaction given that there are currently only two studies, one which was conducted with an adult population and one of which was conducted with a middle school population, specifically examining levels of life satisfaction in individuals with symptoms of ADHD. The results of this study provide additional confirmation of the negative relationship between ADHD symptoms and life satisfaction. Moreover, this study was the first to examine how life satisfaction may play a role in the relationship between symptoms of ADHD and depressive symptoms. This study supports that life satisfaction primarily plays a mediating role in the relationship between ADHD symptoms and depressive symptoms and provides support for further examination of this role in future studies.
McLaren, Jennifer A. "School policies related to children in foster care| A national analysis". Thesis, Alfred University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3559272.
Testo completoChildren who live in foster care are more likely than their peers in the general population to have academic delays, special education needs, and social-emotional and behavior problems. Research suggests that a plethora of educational accommodations and interventions may help address these needs; however, it is uncertain to what extent these accommodations and interventions are routinely used in school districts and how prepared schools are to deal with the needs of children in foster care. One hundred and two school districts across the country were surveyed using the School Rating Scale for Children in Foster Care to examine policies and procedures routinely used to address the needs of children in foster care. Results suggest that school districts engage in several interventions and accommodations recommended by research for topics regarding policies and procedures, social-emotional and behavioral interventions, special education, homework, and collaboration. The results indicated a significant positive correlation between districts' average policy adherence and the presence of a written policy; however, many participants were unaware of their school district's policies suggesting a need for professional development.
Greenwell, Rebecca. "Examining the Relationship Between Students' Life Satisfaction and School-Based Social and Behavioral Success". Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/162496.
Testo completoPh.D.
Life satisfaction is key indicator of psychological well-being, a central component of positive psychology, and an important correlate of positive development. Concurrent and predictive validity of global and domain-specific life satisfaction reports were explored with respect to social success within the classroom, peer rejection, and externalizing behavior problems. The Brief Multidimensional Students' Life Satisfaction Scale (BMSLSS), which yields an overall subjective life satisfaction score in addition to five domain-specific satisfaction scores (family, friends, self, school, living environment), was administered to a sample of 198 3rd through 8th grade students in an urban public school in a northeastern U.S. city during the fall of 2008 (Time 1) and spring 2009 (Time 2). A friendship survey was also administered at both time points; peer nominations from these surveys were used to calculate individual peer acceptance and peer rejection scores, as well as to identify classroom social networks and students' salience within them. Data were also collected on individual disciplinary incidents throughout the year resulting in a total number of office discipline referrals (ODRs) for each student. Given the abundance of literature suggesting that low levels of self-reported life satisfaction are linked to poor social and behavioral outcomes, it was expected that subjective satisfaction ratings would demonstrate an inverse relationship with peer rejection and disciplinary referrals, and a positive relationship with social success, as measured by peer acceptance and social network centrality. At Time 1, in contrast with the hypothesis, none of the domain-specific or global life satisfaction variables were found to demonstrate any significant relationships with peer rejection or acceptance. However, as expected, Time 1 social network centrality demonstrated a small but significant correlation with satisfaction with self and a moderate correlation with satisfaction with friends. This relationship remained significant with respect to satisfaction with friends and Time 2 social network centrality, but decreased in magnitude. Regression analyses revealed that Time 1 life satisfaction variables were not able to predict a significant portion of the variance in any of the established outcome variables. This research was limited by its use of a single school with a homogenous student population; nevertheless, it provides an exploratory look into the potential of subjective life satisfaction profiles to serve as a screening tool for identifying students that may benefit from targeted social or behavioral interventions. Future research should examine this potential with larger and more diverse samples of students.
Temple University--Theses
Maki, Erik D. "Urban school-based behavioral health providers' attitudes towards evidence based practices". Thesis, University of Massachusetts Boston, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118530.
Testo completoEvidence Based Practices (EBPs) in schools show promise in meeting the behavioral health needs of urban students, however there are multiple barriers to implementation. Providers’ attitudes towards EBPs may be one of these barriers. Through a cross sectional survey design, this dissertation answers four major research questions: 1) Is the EBPAS-50 an appropriate tool to use with school based behavioral health providers, 2) Do attitudes vary depending on level of experience (student vs. professional), 3) Do attitudes vary depending on a practitioners’ hire status (school-hired vs. non-school hired), and 4) Do EBPAS-50 scores predict implementation of EBPs? Participants were 160 school behavioral health providers who provided at least one hour per week of direct or indirect services within the Boston Public Schools. Results indicated that the factor structures for the EBPAS-50 and EBPAS- 15 did not hold with this population, however the EBPAS-15 was used for further analysis as it has been validated many times since its introduction. Using the EBPAS-15: 1) graduate students reported more positive attitudes than professionals, 2) school-hired providers reported more positive attitudes than non-school hired providers, and 3) there was no correlation between attitudes and use of EBPs. Though differences may have been statistically significant, it is questionable as to whether these differences are practically significant as the average, rounded, response from providers indicated that they agreed with EBPs to “a great extent”. This suggests need for ongoing research to identify: 1) aspects of evidence based practices that are important to school-based providers, and 2) a revised tool to measure the attitudes of school-based providers towards EBPs.
McDavitt, Karen. "School social work: Supporting children’s primary education in the South West of Western Australia". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1979.
Testo completoErvin, Brad Robert. "Social-Emotional Learning Interventions| Familiarity and Use among NYS Elementary School Principals". Thesis, Alfred University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13422180.
Testo completoAs defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012), social-emotional learning (SEL) involves the acquisition of skills necessary to: identify and manage one’s emotions, relate to and establish relationships with others, and make positive and healthy decisions. With only 40% of kindergarten students demonstrating the social-emotional skills needed to be both academically and socially successful upon school entrance (Yates et al., 2008), explicit instruction targeting SEL is needed. As this instruction requires systems-level implementation and decision-making practices, members of these decision-making bodies can include several different school personnel, who may have varying levels of familiarity and previous use of SEL programs. Because the school principal is responsible for overseeing the implementation of school-wide programs (NYS Education Department, 2014), obtaining information regarding their familiarity and use of SEL programs, as well as their decision-making practices is needed. Consequently, the present study examined the extent to which principals participate in SEL decision-making practices; the selection procedures and decision making methods they use to select SEL programs; and their levels of familiarity, past use, and current use of CASEL approved SEL programs. The relationship between principal demographic characteristics and familiarity and use of SEL programs was also evaluated using survey methods. Analysis of descriptive statistics, frequency data, and three multiple regression analyses indicated that most NYS elementary school principals participate in SEL program decision-making. Additionally, they use a variety of methods for learning about programs and deciding upon programs. Overall, however, NYS elementary school principals have little familiarity, past use, or current use with CASEL-approved programs, suggesting a need for increased dissemination and professional development regarding these programs and resources.
Wichnick, Alison Marie. "Script fading for children with autism| Generalization of social initiation skills from school to home". Thesis, City University of New York, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601899.
Testo completoA critical component of teaching social skills to people with autism is the generalization of behavior change across a variety of untrained situations during which social skills are appropriate. The script-fading procedure is an effective technology for teaching social skills to people with autism, but few researchers have established cues in the natural environment as the discriminative stimuli for social initiations. The purpose of this study was to use a script-fading procedure to teach young children with autism to initiate to one another across various activities in the school setting, and to program for generalization across untrained stimuli in the school setting and in the untrained home setting with a sibling. The three participants, ages 7 to 10 years, demonstrated deficits in social initiations with their peers. During the baseline condition, the participants did emit initiations to one another, although this behavior was variable and did not endure over time. With the introduction of the script-fading procedure, however, social initiations increased systematically for all participants. Moreover, the data demonstrated that the effects of the script-fading procedure generalized across untrained stimuli, responses, and to an untrained setting with an untrained conversation partner. Overall, this study demonstrated the effectiveness of the script-fading procedure in teaching children with autism to initiate to their peers. This study has expanded upon previous research by demonstrating generalization from school with peers to the home setting with siblings, and by providing social validity data obtained through outside observers that support the effectiveness of the script-fading procedure in producing an important behavior change.
Weed, Kimberly. "Utah Elementary School Teachers’ Perceptions of Students’ Problematic Behaviors and Critical Social Skills". BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5283.
Testo completoHelseth, Sarah A. "Peer-Assisted Social Learning In Urban After-School Programs". FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2633.
Testo completoBoswell, M. Alison. "School Level Predictors of Bullying Among High School Students". UKnowledge, 2016. http://uknowledge.uky.edu/edp_etds/44.
Testo completoAl-Samarrai, Lahab. "Evaluation of mythodrama intervention among middle school students". Thesis, Institute for Clinical Social Work (Chicago), 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556973.
Testo completoThis study utilizes Allan Guggenbuhl's seven-step Mythodrama method of resolving conflict and bullying in a school setting which has proven successful in Europe, applies this to a school setting in the United States, and measure that application to see if this intervention for addressing conflict and bullying is successful in a setting in the United States. Pre- and post-testing was conducted and some statistically significant improvement post-intervention was found. Study results suggest this methodology would have efficacy when applied broadly in US schools.
Parker-Meyers, Lilia E. "Mindfulness-based intervention for the Windsor Unified School District| A grant writing project". Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10046242.
Testo completoThe purpose of this project was to write a grant to fund teacher and counseling staff training in mindfulness-based interventions (MBIs) and provide for subsequent instruction of MBIs within the school context. The host agency is the Windsor Unified School District, located in Sonoma County, California.
The goals of the program include teaching mindfulness techniques to designated school staff and students, reducing school staff stress, and increasing the social and emotional learning of students. The objectives include delivering a 12-week MBI training to at least 40% of designated school staff in the district, as well as providing an 8-week, 20-minute MBI series taught to students. Program success will be evaluated through pre- and post-testing of school staff and students with respect to their stress levels and social and emotional skills.
Schulze, Joanne. "Exploring educational psychologists' views of social justice". Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/exploring-educational-psychologists-views-of-social-justice(686e2537-84c3-4a5c-bb2a-a5a7a7c6304f).html.
Testo completoKrcmar, Patricia. "Teacher-Student Interaction, the Impact It Has on Foster Youth and Their Social-Emotional Intelligence". Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10973011.
Testo completoStudies have been conducted on the effects of teacher-student interaction and student achievement. However, there is a need to examine the teacher-student interactions concerning at-risk students specifically the foster youth. This grounded-theory study examines the teacher-student interaction and the effects of social-emotional intelligence on the foster youth through qualitative and quantitative methods using the Foster Student Interaction and Social-Emotional Intelligence survey (FSI&SEI) open-ended questions, interviews, and journals. A Southern California District educates approximately 500 foster students. This high school located in the urban district was chosen because they had the highest number of foster youth. The 15 participants who participated in the study consisted of a site administrator, a counselor, teachers, and foster parents. After collecting, the FSI&SEI seven participants agreed to be interviewed. The overall findings of this study indicate that teacher awareness of who their foster students are, struggles foster students face, and intentional conversations regarding the whole child impact the foster student’s social-emotional intelligence as well as their ability to form relationships with teachers.
Andreassi, Cristina Lynne. "The Relationship Among Behavior, Social Cognition, and Peer Acceptance in School-Identified Children with Learning Disabilities". NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-09172007-184508/.
Testo completoMcGinnis, Ashely Bryce. "Exploring the Effectiveness of School-Wide Positive Behavior Supports in the Elementary School Setting". TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/146.
Testo completoWhitmore, Karen Y. "School-based family counseling practices: A national survey of school counselors, school psychologists, and school social workers". W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154189.
Testo completoWilliams, Kimberly J. "The Effect of Positive Verbal Information on Reducing Fears About Bats in School-Aged Children". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1128.
Testo completoGouge, Natasha Benfield. "Temperament-Language Relationships during the First Formal Year of School". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1288.
Testo completoBeard, Paula R. "Learned Helplessness in Children and Families in Rural Areas - School Counselor's Perceptions". Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13811491.
Testo completoThis study focused on the perceptions of K-12 school counselors on learned helplessness in children and families in rural areas. There has been research on learned helplessness, children in rural areas, and studies on school counselors; however, there is a lack of research on the counselor's perceptions of learned helplessness in children and families in rural areas. Therefore, this study was different than previous studies on learned helplessness, and it fills a gap in the literature. This study used the interpretive-constructivist approach. The experiences and perceptions of participants provided answers to the central research question, by providing their subjective observations of learned helplessness in the children and families in their rural areas. Data was collected for this study through face-to-face interviews with volunteer participants privately to ensure protection and confidentiality of participants. Bracketing was used to reduce the impact of research bias in this study, along with note-taking techniques and audio tapes, transcribed by the researcher using NVIVO software. Transcripts were reviewed, patterns were identified, and themes were categorized using codes as the researcher looked for connections among the themes. Themes that emerged included parental involvement, generational cycles and patterns, grandparents raising grandkids, poverty, helping agencies, cultural and community norms and lifestyles, beliefs and value systems, and drugs and substance abuse. The theme most discussed by the eight participants was in relation to parental involvement in the child's life, both positive and negative. Parental involvement was discussed by participants 70 times during the eight hours of face-to-face interviews. According to participants of this study, both the positive and the negative involvement by the parent is the number one influence of learned helplessness in the child's life.
Dietrich, Lars. "Bullying in Schools| How School and Student Characteristics Predict Bullying Behaviors Among Boys in American Secondary Schools". Thesis, Brandeis Univ., The Heller School for Social Policy and Mgmt, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10010595.
Testo completoThis dissertation argues that bullying is a fundamental response to bullies’ feelings of insecurity. Past research has found factors associated with bullying to include socioeconomic status and propensities towards violent behavior. Contextual factors posited here that produce the feelings of insecurity, which lead to bullying, include peer group dynamics, school climates, and teaching.
In relationship to peer groups, the theoretical framework of this dissertation draws primarily from the theories of Robert E. Crosnoe and Dorte M. Sondergaard. The assumption is that students are socially embedded in peer groups in which they struggle for social status (Crosnoe 2011) and in many cases experience the threat of social marginalization (Sondergaard 2012). Sondergaard, in particular, theorizes that the more insecure students feel about their social status in peer groups, the more likely they are to resort to bullying behavior.
All multivariate analyses in this dissertation are limited to white, black, and Latino boys. The resulting sample comprises N=6,491 student observations nested within 153 schools. The nested sampling structure requires multi-level modeling (MLM) for the calculation of unbiased estimates.
I find that individual-level student background characteristics are stronger predictors of bully identification than the school context, as measured by student body composition and teaching style factors. In addition, social status insecurity is a mediating factor for many of the student- and school-level predictors of bullying.
The dissertation distinguishes four types of schools, each of which is above or below average on two major dimensions. The first dimension is academic support (i.e., how caring and responsive teachers are), while the other is academic press (i.e., how strict and demanding they are).
I find that black male students are more likely to self-identify as bullies in schools that are below average on both academic support and academic press, compared to those that are above average on both. The pattern for Latino boys is different. For them, self-reported bullying is higher when the school rates high on academic support, but low on academic press.
I find no statistically significant role for teaching styles in predicting the amount of bully identification among white males.
Goodman, Matthew S. "Targeting Self-Regulation and Disease Resilience in Elementary School Students Through a Mindfulness-Based Social-Emotional Learning Curriculum". Thesis, Alliant International University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826744.
Testo completoThe ability to self-regulate cognitive, emotional, and physiological activity is integral to mental and physical health. Teaching these skills in early childhood is a promising preventative health intervention. Mindfulness-based Social Emotional Learning (MBSEL) programs aim to enhance social-emotional competencies and improve academic outcomes in classroom children. Barriers to implementing MBSEL programs include the need to alter existing classroom curricula, and allocating resources towards training classroom teachers or hiring an experienced mindfulness facilitator. Inner Explorer (IE) is a MBSEL program that uses audio-guided MP3 tracks to teach mindfulness in 10-minute daily sessions, minimizing classroom interference and negating the need for a facilitator. The current study evaluated the impact of IE on self-regulation skills and academic outcomes in 2nd-4th grade students and teachers in two Southern California elementary schools. Eighty-four students and seven teachers were assigned to either the IE or control group. Students were measured on mindfulness, executive functioning (EF), emotion regulation, and heart rate variability (HRV) at pre- and post-intervention. Teacher-rated grades (School 1 only), days absent and tardy (School 2 only), and social-emotional learning (SEL) scores were provided at the end of trimesters 1-3 (School 1) and semesters 1-2 (School 2). Teachers were measured on mindfulness at pre- and post-intervention. Students in the IE group did not show any pre-post differences in mindfulness, executive functioning, or emotion regulation compared to the control group. Contrary to hypothesis, the IE group showed a significant reduction in HRV from pre- to post-intervention; however, HRV changes were not significant between groups. The IE and control groups did not show any significant differences in grades, SEL scores, or days absent or tardy. Neither teachers in the IE nor control group reported significant changes in mindfulness. Children with lower levels of emotion regulation and mindfulness at baseline were more likely to report “uncomfortable experiences” when practicing mindfulness. Results are discussed in the context of methodological challenges in MBSEL research and future directions are suggested. Teaching self-regulation in early childhood is a promising approach to mitigating future mental and physical health problems, however this study raises questions about the most effective format, delivery, and measurement of MBSEL curricula.
Salemi, Anna Marie Torrens. "The social construction of school refusal : an exploratory study of school personnel's perceptions". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001445.
Testo completoHoffman, Tina D. "Project HOPE: a career education program for rural middle school students". Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4991.
Testo completoWalker, Jackie C. "The Relationship Between Social Support and Professional Burnout Among Public Secondary School Teachers in Northeast Tennessee". Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2988.
Testo completoMcQuaide, Mary. "Technical Adequacy of the Lap-D & Dial-R Motor Scales". TopSCHOLAR®, 1993. https://digitalcommons.wku.edu/theses/2606.
Testo completoLeach, Nicole. "Humanistic School Culture and Social 21st Century Skills". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1333669153.
Testo completoWilliams, Erin Ann. "The Effect of Student Gender on Secondary School Teacher Perceptions of Social, Emotional, and Behavioral Concerns". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5284.
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