The Effect of Chronic Victimisation on Emotional and Behavioural Difficulties of Adolescents

2014 ◽  
Vol 24 (2) ◽  
pp. 137-151 ◽  
Author(s):  
Leanne Lester ◽  
Donna Cross
Keyword(s):  
Secondary School ◽  
Transition Period ◽  
Developmental Trajectories ◽  
Multilevel Modelling ◽  
School Bullying ◽  
Emotional Wellbeing ◽  
Emotional Symptoms ◽  
Peer Problems ◽  
Whole School ◽  
The Relationship

The current study used developmental trajectories to examine the relationship between internalising and externalising behaviours and victimisation over the transition period from primary to secondary school. Data were collected using a self-completion questionnaire four times over 3 years from 3,459 students aged 11–14 years. Students were tracked longitudinally to assess their knowledge, attitudes, mental health and bullying experiences during the transition period. Multilevel modelling was used to examine the relationship between developmental victimisation trajectories and behavioural and emotional difficulties over time of students’ transitioning from primary to secondary school. Males who experienced low, but increasing, levels of victimisation over secondary school had greater emotional symptoms, conduct problems, hyperactivity, peer problems and lower pro-social behaviour than those who had not been victimised. Whereas females who experienced low, but increasing, levels of victimisation over secondary school had greater emotional symptoms and peer problems than those who had not been victimised. The current results highlight the need to prevent the continuation or escalation of chronic victimisation from primary to secondary school and to improve the emotional wellbeing of adolescents. It is recommended that whole-school bullying prevention and intervention programs and social wellbeing programs are implemented during primary school and the transition to secondary school.

scholarly journals Internalising Symptoms: An Antecedent or Precedent in Adolescent Peer Victimisation

2012 ◽  
Vol 22 (2) ◽  
pp. 173-189 ◽  
Author(s):  
Leanne Lester ◽  
Julian Dooley ◽  
Donna Cross ◽  
Thérèse Shaw
Keyword(s):  
Secondary School ◽  
Mental Health Problems ◽  
Transition Period ◽  
Critical Time ◽  
Depression And Anxiety ◽  
Emotional Wellbeing ◽  
Symptoms Of Depression ◽  
Causal Pathways ◽  
High Prevalence ◽  
Peer Victimisation

The transition period from primary to secondary school is a critical time in adolescent development. The high prevalence of adolescent mental health problems makes understanding the causal pathways between peer victimisation and internalising symptoms an important priority during this time. This article utilises data collected from self-completion questionnaires four times over 3 years from 3,459 students’ aged 11–14 to examine directional relationships among adolescents as they transition from primary to secondary school, and investigates gender differences in these associations. The findings suggest depression in males is both a precedent and antecedent for victimisation over the transition period, whereas for females depression is an antecedent only. Anxiety is a both a precedent and antecedent for victimisation for males and females. To maintain emotional wellbeing and prevent peer victimisation, interventions prior to and during this transition period are critical, especially among adolescents experiencing symptoms of depression and anxiety.

Suicide attempts and suicide ideation in adolescents: SDQ scores in the Spanish sample of “saving and empowering young lives in Europe” (SEYLE) project

2011 ◽  
Vol 26 (S2) ◽  
pp. 1609-1609
Author(s):  
P. Burón ◽  
S. Al-Halabí ◽  
E. Díaz-Mesa ◽  
M. Garrido ◽  
G. Galván ◽  
...  
Keyword(s):  
Risk Factor ◽  
Suicide Ideation ◽  
Suicide Attempts ◽  
Risk Groups ◽  
Prevention Strategies ◽  
Emotional Symptoms ◽  
Peer Problems ◽  
Strengths And Difficulties ◽  
The Relationship ◽  
Young Lives

IntroductionBehaviour disorders in adolescents are a risk factor associated with suicidal behavior.AimTo examine the distribution of the Strengths and Difficulties Questionnaire (SDQ) scores in the Spanish sample of adolescents from the “Saving and Empowering Young Lives in Europe” (SEYLE) project and study the differences according to the gender and the relationship with both suicide attempts (SA) and suicidal ideation (SI).Method875 pupils from 12 secondary schools sited in Asturias (Spain) [50.7% males; mean age (SD) =14.5 (0.72)] were assessed through the SDQ and Paykel Suicide Scale (PSS).ResultsNo significant differences were found in the SDQ total score by gender, but were found (p< 0.001) in some subscales as emotional symptoms (t=-6.769) (women scoring higher), hyperactivity (t=3.283) and prosocial (t=5.260) (men scoring higher). Regarding PSS, 3.1% tried to take their life during past six months. No significant differences were found in SA by gender but were found (p< 0.050) for the thought that life not worth (t=-3.597), women scoring higher, and about wish to be dead (t=-2.630), men scoring higher. Previous SA were significant related (p< 0.001) with SDQ total score (X2=38,437), emotional symptoms (X2=25,528), hyperactivity (X2=13,572) and behaviour disorders (X2=7,505). SI was significant related (p< 0.001) with SDQ total score (X2=38,437), emotional symptoms (X2=31,077), behaviour disorders (X2=33,011), peer problems (X2=35,161) and prosocial behavior (X2=17,978).ConclusionSA and SI were related with difficulties (SDQ criteria), mainly on emotional symptoms and behaviour disorders. Prevention strategies in high risk groups are likely to become increasingly important.

Critical self-reflection: A performative act 批判的自己内省 ―パフォーマティヴな実践―

2010 ◽  
Vol 34 (4) ◽  
pp. 49
Author(s):  
Misako Tajima
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
School Teacher ◽  
Theory And Practice ◽  
English Learner ◽  
Academic Journal ◽  
Self Reflection ◽  
Academic Fields ◽  
Global Spread ◽  
The Relationship

Autobiographic and narrative research has recently grown in stature in the field of social sciences. Inspired by Asian TESOL researchers’ critical analyses of self-stories, this paper attempts to reflect upon the author’s personal history in relation to English and discuss ways in which she can position herself as both an English learner and a non-native English speaker (NNES) teacher. The self-reflection and discussion is followed by an argument for performativity, a notion drawing on poststructuralism to understand language itself and the global spread of English. This paper, itself a performative act conducted by a secondary school teacher, exemplifies the concept. The non-academic schoolteacher’s very act of writing in an academic journal aims to contribute to questioning assumptions underlying the relationship between theory and practice and to reconstituting the academic fields of applied linguistics and TESOL. 近年、自伝的かつ語りを含む研究が社会科学の分野で活発になってきている。本稿では、TESOLを専門とする、あるアジア人研究者が彼女たち自身の物語を素材として実施した批判的分析に着想を得て、英語にまつわる自己の歴史を振り返り、英語学習者としての、またNNESの英語教師としてのポジショナリティをどこに位置づけるのかという問題について議論する。さらに、この批判的自己内省を経て、言語そのもの、あるいは英語という言語の地球規模的広がりを理解するために、ポスト構造主義の概念であるパフォーマティヴィティについて検証する。なお、本稿これ自体がある高校教師によるパフォーマティヴな実践であることに言及しておきたい。研究者ではなく、一高校教師が学術雑誌に投稿することを通じ、理論と実践の関係性の背後にある前提に疑問を投げかけ、その結果、応用言語学やTESOLという学問分野の再構築に貢献できることを希望している。

RELATIONSHIP BETWEEN COGNITIVE DISSONANCE AND ACHIEVEMENT IN MATHEMATICS AMONG HIGHER SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
SHIMIMOL P. S. ◽  
HASSAN KOYA M.P.
Keyword(s):  
Secondary School ◽  
Cognitive Dissonance ◽  
Secondary School Students ◽  
Correct Decision ◽  
School Students ◽  
Achievement In Mathematics ◽  
Motivating Factor ◽  
The Relationship

Cognitive dissonance is a theory originally developed by Leon Festinger. He is proposing that dissonance, which is the existence of non fitting relations among cognition, is a motivating factor in its own right. This motivating factor encourages the learner to be more self confident in his actions or conclusions and distinguish between correct and incorrect solutions. This motivation will lead to reach the correct decision about a particular problem. The study aims to find out the relationship between cognitive dissonance and achievement in Mathematics among higher secondary school students. Cognitive dissonance was measured by using Cognitive Dissonance Scale developed by the investigator. The sample consists of 100 higher secondary school students from Malappuram districts. The study reveals that cognitive dissonance and achievement in mathematics is significantly related.

Relationship between Personal Prayer and School-Related Attitudes among 11–16-Year-Old Girls

1996 ◽  
Vol 78 (3) ◽  
pp. 787-793 ◽  
Author(s):  
Alice Montgomery ◽  
Leslie J. Francis
Keyword(s):  
Social Class ◽  
Secondary School ◽  
Semantic Differential ◽  
Attitudes Toward School ◽  
Single Sex ◽  
English Music ◽  
Attitude Toward School ◽  
Catholic Secondary School ◽  
Personal Prayer ◽  
The Relationship

A sample of 392 girls between the ages of 11 and 16 years attending a state-maintained single-sex Catholic secondary school completed six semantic differential scales of attitudes toward school and toward lessons concerned with English, music, religion, mathematics, and sports, together with information about paternal employment and their personal practice of prayer. The relationship between personal prayer and attitude toward school after controlling for age and social class was positive.

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