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1.
Epilepsy is one of the most frequently diagnosed neurological disorders among children. Epilepsy is continuously linked with academic underachievement and social challenges. Despite the implications that these difficulties have for a child's educational success, little is known of how children with epilepsy experience school. Understanding how to best support and accommodate these children can contribute to their positive adaptation and quality of life. The purpose of this phenomenological study by Jillian Roberts and Cheryl Whiting of the University of Victoria, British Columbia, Canada, is to understand the school experiences of children with epilepsy. Data was gathered through open‐ended, semi‐structured interviews. The caregivers' narratives were transcribed and analysed to elicit the essential experiences of school children with epilepsy. Five categories were elicited from the families' narratives: (1) health‐related issues, (2) family coping, (3) academic experience, (4) social belonging, and (5) awareness. This information will be particularly useful for teachers and allied professionals serving the needs of children with epilepsy – as well as those with other chronic health conditions.  相似文献   

2.
This study explored whether early elementary school aged children’s externalizing problems impede academic functioning and foster negative social experiences such as peer victimization, thereby making these children vulnerable for developing internalizing problems and possibly increasing their externalizing problems. It also explored whether early internalizing problems contributed to an increase in externalizing problems. The study examined 1,558 Canadian children from ages 6 to 8 years. Externalizing and internalizing problems, peer victimization, and school achievement were assessed annually. Externalizing problems lead to academic underachievement and experiences of peer victimization. Academic underachievement and peer victimization, in turn, predicted increases in internalizing problems and in externalizing problems. These pathways applied equally to boys and girls. No links from internalizing to externalizing problems were found.  相似文献   

3.
Children with emotional difficulties often experience problems at school in terms of academic progress and within peer relationships. They are also more likely to continue to experience emotional problems in their adult lives. Nurture groups (NGs) were developed in the 1960s by the educational psychologist Majorie Boxall and their aim is to improve the emotional well-being of children who are struggling, through providing them with reparative attachment experiences. This review aims to evaluate the effectiveness of NGs. Eleven papers examining the effectiveness of NGs were included, as well as two papers which explore the particular communication styles adopted by NG teachers. There was evidence that NGs are effective in improving the emotional well-being of children, but there is a need for higher quality and longitudinal research. There is a paucity of research into secondary school NGs. The review highlighted the NG teachers’ use of more positive verbal and non-verbal behaviour. Implications for future research are discussed.  相似文献   

4.
A two‐year ethnographic observation of an inner‐city high school in Los Angeles, USA, indicated that the principal, who was extremely dedicated to at‐risk students and possessed a unique style of mentoring, played a major role in students academic achievement. We — the principal and the researcher who observed the school – inquired about the principal’s life experiences through interviews of the principal, his family members, school staff and students. We realized that the principal’s mentoring style coincided with the notion of a contemporary father model — a deeply involved and nurturing parent who establishes reciprocal caring relationships with his children. We also discovered that the principal gained knowledge about mentoring from his own mentors, and his commitment to at‐risk inner‐city students resulted from his personal experience as an at‐risk immigrant student.  相似文献   

5.
The Theory of Planned Behavior (TPB) was used to examine relationships between teacher attitudes and behavior toward children with social, emotional and behavioral difficulties (SEBD). One hundred and eleven elementary school teachers completed questionnaires. Teacher perception of their school principals' expectations (subjective norm) predicted teacher behaviors. Teachers who had attended more in-service training (INSET) sessions held more positive feelings, but teachers with more experience were less willing to work with children with SEBD. Findings suggest that school principals have a central role in promoting an inclusive ethos within their schools. INSET could focus more on challenging beliefs.  相似文献   

6.
Lower secondary school teachers from six different schools in one Norwegian municipality reported on the prevalence of problems among pupils entering lower secondary school and types of problems among pupils in Grades 8–10. Teachers report that the transition from Elementary to Lower secondary school is problematic for approximately 30% of the pupils. About 70% of the teachers report that 25% or more of pupils transitioning to Grade 8 lack academic experiences and skills and have problems following directions. There is also a tendency for teachers who report higher values on professional (un)certainty about pupils' learning and on two efficacy variables included in the study, to be more favourably inclined towards inclusion of children who are perceived as having learning or behaviour problems. Additionally, teachers who report higher values on efficacy scales tend to report lower values on problems among pupils, and teachers who are less favourable towards inclusion report higher numbers of pupils having problems. The results are discussed in relation to schools as workplaces and professional development for pre‐service and in‐service teachers.  相似文献   

7.
This paper focuses on the social and emotional needs of children and young people who are refugees. It was inspired by casework undertaken by the author involving a 13‐year‐old boy who was a refugee from Montenegro. A vignette of the case is presented in addition to a review of relevant literature to illustrate and discuss the various sources of trauma experienced by children and young people who are refugees, and the potential impact of these on psychological functioning and emotional wellbeing. Child refugees’ experiences of trauma are seldom restricted to experiences of loss, violence or persecution in their country of origin. Rather, there are multiple experiences in the country of origin, during migration and on arrival in a country of “refuge” that are potentially traumatic, and can have adverse effects on a child or young person’s development. Drawing on research with children and adults who are refugees, as well as research into post‐traumatic stress disorder and into the educational effects of trauma, the paper advocates interactionist and ecosystemic perspectives for understanding the difficulties encountered by refugee children, and considers possibilities for therapeutic intervention.  相似文献   

8.
In this study, the role of need for cognition, achievement motivation, and conscientiousness on academic underachievement was investigated. Forty‐seven male and 46 female students in Grades 7 to 10 participated in the study. Student attributes were assessed by self‐report measures, school performance by academic grades, and intellectual abilities by a standardized structure of intelligence test. A regression analytic model (prediction of grade point average by general intelligence) was used to operationally define underachievement. A categorical cutoff definition as well as a continuous definition was investigated. All relationships between underachievement scores and need for cognition, achievement motivation scales, and conscientiousness showed linearity. This warranted the use of a continuous definition of underachievement. Results revealed that need for cognition as well as facilitating anxiety contributed the most to the explanation of underachievement. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 401–411, 2006.  相似文献   

9.
Hundreds of thousands of children are confronted with traumatic experiences each year in the United States. As trauma‐informed care begins to take hold in schools, school mental health providers (e.g., school psychologists, counselors, and social workers) desire concrete service‐delivery options for students affected by trauma. This article provides examples from the literature via a narrative review of assessment, intervention, and practitioner support options related to childhood trauma. Specific attention is paid to framing concrete school‐based trauma service‐delivery options within a multitiered systems of support model to align with existing school practices. Given the large amount of literature on this topic, this article aims to reduce the barriers practitioners face when looking to implement trauma services in their schools by organizing example practices from the literature in a commonly used service‐delivery framework.  相似文献   

10.
BackgroundSince the outbreak of the conflict in Syria, many people, including children and adolescents, have fled their homes into neighboring countries. Little research exists on the psychosocial adjustment of refugee children and adolescents resettled in Lebanon and Jordan.ObjectiveThis study investigated the prevalence and predictors of PTSD and emotion dysregulation in Syrian refugee children and adolescents who resettled in Lebanon and Jordan. It was hypothesized that a combination of pre-trauma variables (age and gender), trauma-specific variables (traumatic events and time spent in host country, and host country), and post-trauma variables (coping strategies, family relationships, and school environment) would be associated with PTSD and emotion dysregulation.Participants and SettingParticipants were 1000 Syrian refugee children and adolescents aged 7–18 years attending formal and non-formal schools representing various governorates in Lebanon and Jordan.MethodsThe trauma exposure scale, DSM-IV criteria for the assessment of PTSD, the Difficulties in Emotion Regulation Scale Short Form, Kidcope, Family relationship scales, and school environment scale were administered in an interview format with children and adolescents at school by two trained psychologists. Multivariate binary logistic regression was used to predict PTSD whereas hierarchical multiple regression was used to predict emotion dysregulation.ResultsResults indicated that 45.6% of the refugees have developed PTSD with excessive risk for comorbidity with emotion dysregulation. Emotion dysregulation was reported by older refugee children and adolescents. The prevalence of PTSD was higher in refugee children and adolescents who had resettled in Lebanon than for those who had resettled in Jordan. Refugee children and adolescents who were exposed to higher levels of war atrocities evidenced the greatest prevalence of PTSD and emotion dysregulation. PTSD symptomatology and emotion dysregulation in children and adolescents varied according to coping styles, family relationships, and school environment. Both decreased significantly with the passage of time spent in host country.ConclusionsThe results may be used to formulate cognitive–behavioral coping interventions that can lead to optimal developmental outcomes in the posttrauma environment.  相似文献   

11.
Short‐term international experiences (STIE) are becoming a regular, sometimes required, feature of pre‐service language teacher education programmes. Often inappropriately termed ‘immersion programmes’, they aim to give teachers the opportunity to improve their language proficiency in the language they will teach, to develop their pedagogical knowledge and to engage with an international sociocultural environment with which they are not familiar. In this article we report on a study which investigated pre‐service English second language teachers' perceptions of a six‐week international experience in Auckland, New Zealand. The student teachers, who were enrolled in a postgraduate diploma in teaching at a Hong Kong university, participated in an academic programme as well as a series of social events and school visits. They were encouraged to reflect on their expectations and experiences and to write about these in a pre‐programme questionnaire, reflective journals and a summative programme evaluation. The teachers' articulations reveal that their expectations and experiences interrelate in complex, sometimes unexpected, ways. The findings have important implications for the coordinators of the programme at the host institution and also for those further afield who are involved in planning and managing similar STIE programmes.  相似文献   

12.
This study examines the causal link between individuals' occupational knowledge and educational choices as well as labor market entry. We proxy occupational knowledge with mandatory visits to job information centers (JICs) in Germany while still attending school. Exogenous variation in the establishment of JICs makes it possible to estimate intention-to-treat effects in a difference-in-differences setup. Combining survey data with the data on JIC openings allows for detecting whether individuals benefited from the comprehensive information service. The results suggest that individuals who went to school in administrative districts with a JIC have higher educational attainments, experience educational upward mobility, and have a smoother transition to the labor market.  相似文献   

13.
The primary objective of this study was to obtain a multidimensional picture of parent involvement in kindergarten. Participants in this study were 307 low‐income, ethnic minority children and their primary caregivers in a large, urban school district in the Northeast. Results revealed that kindergarten parent involvement dimensions (i.e., from the Parent Involvement in Children's Education Scale; Fantuzzo, Tighe, McWayne, Davis, & Childs, 2002) were congruent with those established with preschool (Head Start) parents. Multivariate relationships were found between kindergarten parent involvement dimensions and children's social and academic competencies. Parents who actively promote learning in the home, have direct and regular contact with school, and experience fewer barriers to involvement have children who demonstrate positive engagement with their peers, adults, and learning. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 363–377, 2004.  相似文献   

14.
Children’s experiences with early numeracy and literacy activities are a likely source of individual differences in their preparation for academic learning in school. What factors predict differences in children’s experiences? We hypothesised that relations between parents’ practices and children’s numeracy skills would mediate the relations between numeracy skills and parents’ education, attitudes and expectations. Parents of Greek (N = 100) and Canadian (N = 104) five‐year‐old children completed a survey about parents’ home practices, academic expectations and attitudes; their children were tested on two numeracy measures (i.e., KeyMath‐Revised Numeration and next number generation). Greek parents reported numeracy and literacy activities less frequently than Canadian parents; however, the frequency of home numeracy activities that involved direct experiences with numbers or mathematical content (e.g., learning simple sums, mental math) was related to children’s numeracy skills in both countries. For Greek children, home literacy experiences (i.e., storybook exposure) also predicted numeracy outcomes. The mediation model was supported for Greek children, but for Canadian children, the parent factors had both direct and mediated relations with home practices.  相似文献   

15.
Previous research has revealed a large prevalence of trauma experienced by children, creating high risk for the development of psychopathology. Research investigating the negative impacts of child maltreatment and other traumas has typically examined these experiences individually, controlling for co-occurring traumas, or has combined these experiences into a general variable of risk, thereby obscuring the complex relationships among environmental traumas and maltreatment. The current study expands on previous research by elucidating relationships between multiple contexts of overlapping traumas and maltreatment experienced by children, and by categorizing how these experiences join together to impact internalizing and externalizing symptomatology. Participants included 316 maltreated children and 269 nonmaltreated children (M age = 9.4, SD = 0.88) who attended a summer day camp research program for low-income children. Latent Class Analysis (LCA) identified three differential patterns of trauma exposure across children: 1) community violence and loss; 2) pervasive trauma; and 3) low trauma. Covariate analyses demonstrated that child maltreatment was significantly associated with class membership, suggesting that maltreated children were more likely to experience diverse traumas extending beyond their maltreatment experiences (pervasive trauma class). A two-way analysis of variance also demonstrated that trauma latent class membership and child maltreatment each represented unique predictors of internalizing and externalizing symptoms, with each having an independent effect on symptomatology. This investigation provides unique insight into the differential impact of patterns of trauma exposure and child maltreatment, providing support for further research and clinical practice addressing multiple levels of a child’s ecology.  相似文献   

16.
This study investigated for the first time several characteristics of underachievement in a large sample of Hong Kong elementary schoolchildren. More males were identified as underachievers than females, but the ratio was substantially less than the two-to-one rate typically found in the American literature. The stability and persistence of underachievement increased during the elementary school years, and the stability of underachievement tended to be higher in subject matter that was relatively more difficult, which varied with gender. Underachievement became more specific to particular academic subjects rather than more general across the elementary grades. Parents and teachers, but not the children themselves, perceived that underachievers were more capable than same-grade nonunderachievers (who score lower on ability tests), although this awareness is more likely directed at male than female underachievers, which has been observed in other samples. In grades 1-4, teachers provided extra mentoring, communications, and support to underachievers. Thereafter, underachievers became more disruptive, impatient, and aggressive in school and perhaps at home. At that point, teachers became less supportive, offered less extra mentoring, and applied greater behavioral control over underachievers. Underachieving children also perceived that their parents became less supportive and used more discipline in grades 5-6 relative to grades 3-4. These correlates of underachievement suggests the existence of a syndrome of underachievement that separates underachievers from children who have the same grades but lower mental ability.  相似文献   

17.
Relatively little work has focused on inclusive education in Singapore. This study examines the experiences and perceptions of parents whose children with disabilities are attending mainstream secondary schools in Singapore. Data was drawn from interviews with 13 parents of children with mild disabilities. Our findings reveal that parental perspective on inclusive education in Singapore is not only about classroom support but also reflects a deeper concern about whether their children with disabilities will emerge from school as contributing individuals in society. While parents strive to effectively include their children with disabilities in mainstream classrooms, there were dichotomies in their (1) understanding of disabilities, (2) expectations of school support, and (3) expectations for their child with disabilities. Given that academic and social prowess is a critical prerequisite to have a shot at entering the meritocratic Singapore society, the tension parents experience is to gauge a reasonable amount of pressure to exert on their children, the school and themselves as they assert their children's educational entitlements within an imperfect but evolving state of inclusion.  相似文献   

18.
This article reports on an ethnographic study of a fourth-grade bilingual classroom. The focus of the article is on the culture that is created in this classroom and how children are socialized to it. Three themes are explored: socialization around being engaged learners, socialization to participate in a community of learners, and socialization to be second-language learners. I argue that the culture of the classroom for students who typically do poorly in school and who have negative experiences in school, such as the poor, urban Latino students in this study, must be one that has different roles, values, beliefs, and expectations than what exists in the cultures outside the classroom. In this way, the children experience school in positive ways which can lead to school success.  相似文献   

19.
Because of the premium now placed on a formal education as well as the changing demographics of American society, school failure is now more costly than ever. Given that academic difficulties experienced by children are traceable to problems in underachievement that begin during the first years of early schooling, a thorough understanding of the transition-to-school process is needed. We suggest two principal assumptions in examining this transition-to-kindergarten period. First, multiple risk factors associated with certain child, family, and child care characteristics are expected to predict early school experience, both in and out of the classroom, and, thereby, social and academic success and failure in the early school years. Secondly, it is expected that day-to-day experiences in the classroom and on the playground will exacerbate or mitigate risk, resulting in some children performing better than would otherwise be expected and others functioning worse than anticipated. Thus, a critically important problem involves the identification of child, family, child care, and schooling factors and processes which account for risk being realized or not realized with regard to subsequent academic and school performance.  相似文献   

20.
Because of the premium now placed on a formal education as well as the changing demographics of American society, school failure is now more costly than ever. Given that academic difficulties experienced by children are traceable to problems in underachievement that begin during the first years of early schooling, a thorough understanding of the transition-to-school process is needed. We suggest two principal assumptions in examining this transition-to-kindergarten period. First, multiple risk factors associated with certain child, family, and child care characteristics are expected to predict early school experience, both in and out of the classroom, and, thereby, social and academic success and failure in the early school years. Secondly, it is expected that day-to-day experiences in the classroom and on the playground will exacerbate or mitigate risk, resulting in some children performing better than would otherwise be expected and others functioning worse than anticipated. Thus, a critically important problem involves the identification of child, family, child care, and schooling factors and processes which account for risk being realized or not realized with regard to subsequent academic and school performance.  相似文献   

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