The student voice in well-being: a case study of participatory action research in positive education     

Amber J. Halliday  Margaret L. Kern  David K. Garrett  Deborah A. Turnbull 《Educational Action Research》2013,21(2):173-196

Positive education blends academic learning and student well-being. Although research and application in positive education is growing, most has involved psychologists and educators applying strategies in schools, with little research that involves student voices in the development and implementation of a school’s positive education strategy. Assumptions are frequently made about what is best for student well-being, with little input from the students themselves. This paper describes a case study of participatory action research (PAR) carried out by students (N = 10) at a publically funded Australian school aiming to implement positive education. PAR is a form of collective inquiry undertaken by the people that the issue directly affects. The PAR group researched the school community regarding well-being during the school year. Mixed methods examined PAR student’s well-being, self-efficacy, autonomy, social and emotional assets, and other competencies before and after the process. Student involvement allowed the school to better understand their students’ well-being, and student-led communication about positive education laid the groundwork for its implementation. Results suggested benefits for the PAR students, particularly in engagement and self-efficacy. This realistically scaled study suggests that involving students using a framework of PAR is a promising, accessible, evidence-based, and developmentally beneficial approach to the implementation of positive education.  相似文献   

The effects of exposure to violence and victimization across life domains on adolescent substance use     

Emily M. Wright  Abigail A. Fagan  Gillian M. Pinchevsky 《Child abuse & neglect》2013

This study uses longitudinal data from the Project on Human Development in Chicago Neighborhoods (PHDCN) to examine the effects of exposure to school violence, community violence, child abuse, and parental intimate partner violence (IPV) on youths’ subsequent alcohol and marijuana use. We also examine the cumulative effects of being exposed to violence across these domains. Longitudinal data were obtained from 1,655 adolescents and their primary caregivers participating in the PHDCN. The effects of adolescents’ exposure to various forms of violence across different life domains were examined relative to adolescents’ frequency of alcohol and marijuana use three years later. Multivariate statistical models were employed to control for a range of child, parent, and family risk factors. Exposure to violence in a one-year period increased the frequency of substance use three years later, though the specific relationships between victimization and use varied for alcohol and marijuana use. Community violence and child abuse, but not school violence or exposure to IPV, were predictive of future marijuana use. None of the independent measures of exposure to violence significantly predicted future alcohol use. Finally, the accumulation of exposure to violence across life domains was detrimental to both future alcohol and marijuana use. The findings support prior research indicating that exposure to multiple forms of violence, across multiple domains of life, negatively impacts adolescent outcomes, including substance use. The findings also suggest that the context in which exposure to violence occurs should be considered in future research, since the more domains in which youth are exposed to violence, the fewer “safe havens” they have available. Finally, a better understanding of the types of violence youth encounter and the contexts in which these experiences occur can help inform intervention efforts aimed at reducing victimization and its negative consequences.  相似文献   

Use of evaluative devices by youth for sense-making of culturally diverse interpersonal interactions     

Luka Lucić 《Int J Intercult Relat》2013

Building upon recent research that defines psychological development as a continuous process of sense-making situated within a cultural and historical context, this paper explores how culturally diverse youth growing up in New York City use evaluative language to enact relational complexity as they make sense of technologically mediated interpersonal interactions with their peers. Forty-four individuals (ages 15–20) participated in a quasi-experimental research workshop that engaged them in the process of sense-making by asking them to write projective narratives toward a vignette depicting text-massage mediated interpersonal interaction embedded among monocultural and bicultural group of peers. Data analyses focus on evaluative devices used by youth and manifest the relational flexibility of sense-making by immigrant youth and their U.S. born peers across diverse relational dimensions. Results suggest that immigrant youth are able to coordinate diverse ways of interpreting interpersonal interactions across relational dimensions, manifest by varied use of logical/hypothetical, causal and affective evaluative devices. In contrast U.S. born youth largely use same frequency of evaluative devices across two relational dimensions. Statistical analysis highlights the use of affect in projective narratives by exploring a discursive learning hypothesis: that higher use of emotions in the process of sense-making by U.S. born youth gradually scaffolds the use of emotions in narrative by immigrant youth.  相似文献   

The development of the Danish Folkeskole,towards a school for all     

Jorgen Hansen 《欧洲特需教育杂志》2013,28(1):38-46

ABSTRACT

The development of the Danish Folkeskole (the basic school for pupils aged six to 16) followed a reform passed in 1969 by the Danish Parliament which stated that all children with special needs should be able to receive instruction in a normal school environment. The results obtained over the past 20 years are encouraging. Only 0.5 per cent of all school children attend a special school and about 12 per cent of all pupils receive special educational support in ordinary classes. This article evaluates the reform which has taken place, analyses some of the underlying factors and looks at possible future developments.  相似文献   

有氧运动综合干预对肥胖青少年认知能力的影响研究     

张润红  刘尚武 《四川体育科学》2013,(4):52-55,62

目的:研究有氧运动综合干预前后肥胖青少年认知功能的变化,探讨有氧运动综合干预对肥胖青少年认知能力的影响。方法:采用有氧运动综合干预措施对52例单纯性肥胖青少年进行饮食、运动、教育联合干预治疗,应用多维度神经心理测试对比评估肥胖青少年干预前后神经认知功能。结果:有氧运动干预后,肥胖青少年体重、BMI、收缩压、白色光的反应时值均较干预前显著降低(P<0.01);认知能力测验成绩以及瑞文推理测验中知觉辨别、同类比较、类比推理成绩和总分显著提高(P<0.05,P<0.01)。结论:有氧运动综合干预可以有效的改善肥胖青少年的认知能力。  相似文献   

Discriminant analysis of anthropometric and biomotor variables among elite adolescent female athletes in four sports     

Mario Leone  Georges Lariviere  Alain S. Comtois 《Journal of sports sciences》2013,31(6):443-449

The aim of this study was to identify anthropometric and biomotor variables that discriminated among groups of elite adolescent female athletes aged 14.3 ± 1.3 years (mean ± s) from four different sports (tennis, n = 15; swimming, n = 23; figure skating, n = 46; volleyball, n = 16). The anthropometric variables included body mass, height, bi-epicondylar breadth of the distal extremity of the humerus and femur, maximal girth of the calf and biceps and the sum of five adipose skinfolds. The biomotor variables were maximal aerobic power, muscular endurance and flexibility of the trunk. Discriminant analysis revealed three significant functions (P ? 0.05). The first discriminant function primarily represented differences between figure skaters and all other groups of athletes. The other two underlined anthropometric and biomotor differences between swimmers and volleyball players and between tennis players and swimmers, respectively. After validation, the analysis showed that 88% of the athletes were correctly classified in their respective sports. Our model confirms that elite adolescent female athletes show physical and biomotor differences that clearly distinguish them according to their particular sport.  相似文献   

Protective factors promoting resilience in the relation between child sexual victimization and internalizing and externalizing symptoms     

《Child abuse & neglect》2017

Sexual victimization has been one of the most frequently studied forms of child victimization. Its effects are common and diverse; however, not all children and youth exposed to sexual victimization eventually develop adjustment problems. A total of 1105 children and youth (590 male and 515 female) aged between 12 and 17 from northeastern Spain were assessed regarding their experiences of sexual victimization, symptoms of psychopathology, and protective factors. The results showed that all forms of sexual victimization were associated with higher levels of emotional and behavioral problems. However, the presence of a low Negative Cognition, high Social Skills and high Confidence seem to act buffering internalizing problems. Additionally, a significant interaction between Sexual Victimization and low Negative Cognition was observed (p < 0.5), so that, low Negative Cognition was related to a lower risk of being in the clinical range for internalizing problems. Likewise, high scores on Empathy/Tolerance, Connectedness to School, Connectedness to Family and low Negative Cognition acted as promotive factors in relation to externalizing symptoms, in this case without any interaction effect. The strong relationship found with emotional and behavioral problems highlights the importance of continuing the research on the protective factors underlying resilience in the relationship between sexual victimization and psychopathological symptoms. The findings also support the multi-dimensional and specific nature of resilience and identify some of the protective factors that should be regarded as key intervention targets in adolescents with a history of sexual victimization.  相似文献   

Adolescents’ judgments of homophobic harassment toward male and female victims: The role of gender stereotypes     

Katherine E. Romeo  Stacey S. Horn 《Journal of moral education》2017,46(2):145-157

One hundred and fifty-six adolescents, drawn from a high school in a Midwestern suburb, provided judgments of a hypothetical incident of homophobic harassment with either a male or female victim. Participants also completed a revised version of the Macho Scale, measuring their endorsement of gender stereotypes (α = .75). Without the interaction term, victim gender was not predictive of judgments of the harassment, however, endorsement of gender stereotypes decreased the odds of believing the behavior was completely wrong (χ² (1) = 9.18, p = .00). Once added, the interaction term was the only significant variable in the model, demonstrating that endorsement of gender stereotypes has an effect on judgments of homophobic harassment of male victims, but not female victims (χ² (1) = 4.78, p = .03). As more schools invest resources in anti-harassment initiatives, our findings suggest that discussion of gender and gender stereotypes is essential.  相似文献   

“There Is No Moral They Can Teach Us”: Adolescents' Perspectives on School-Based Sexuality Education in a Semiurban,Southwestern District in Nigeria     

Chidimma B. Aham-Chiabuotu  Godwin N. Aja 《American journal of sexuality education》2017,12(3):315-336

There is limited data on the implementation of Comprehensive Sexuality Education in Nigerian schools. This study explored In-School adolescents' perspectives on the implementation and utility of the Family Life and HIV/AIDS Education Curriculum, using questionnaires and focus group discussions. Findings reveal that sexuality education in schools is mostly moralistic and cognitive in emphasis, with limited adaptation of interactive methodologies. Inadequate teacher training, teachers' sexual double standards, and limiting curriculum to junior classes were identified as major setbacks. Curriculum expansion, Comprehensive School health programming, continuous teacher training and ensuring that teachers are held accountable for their behaviors are recommended.  相似文献   

A Technology-Based Peer Education Intervention: Results from a Sexual Health Textline Feasibility Study     

Teagen L. O'Malley  Katie Rose Horowitz  José Garth  Christina Mair  Jessica G. Burke 《American journal of sexuality education》2017,12(4):383-394

Sexuality health education is moving beyond the classroom, with technology expanding youth access to sexual health information. While text message services are increasingly being used to provide information, a peer education approach has yet to be incorporated. Results from this feasibility study support a sexual health textline (IOTAS), incorporating teens asking and answering questions. Our findings suggest IOTAS fills a gap for sexual health information, and the technology-based approach offers peer educators an opportunity to expand their knowledge of healthy sexual behaviors and educate an extended peer network. Further work to refine IOTAS will enable dissemination of the intervention model.  相似文献