Coping styles and support sources of at-risk students

AbstractThis study compared perceptions of the school environment, coping and enacted support between Year 10 students identified as educationally at risk (n = 31) and a comparison group of students in the same year level (n = 97), at two periods in the school term. At-risk students perceived the school environment to show significantly less concern for students and used problem-focused coping less frequently than did comparison students. Regardless of risk status, girls used social support more frequently than boys did. At-risk girls accessed peer support more than family support ond also frequently contacted school counsellors to discuss problems. At-risk boys rarely sought support from anyone. Implications for school support programs are twofold. Teachers may need additional professional training in how to employ socially supportive practices. In addition, school counsellors may need to foster informal opportunities for social participation, in order to connect vulnerable boys to peers and adults.

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School counsellors’ resilience in Turkey: A phenomenological study

Journal of Psychologists and Counsellors in Schools ◽

10.1017/jgc.2019.16 ◽

2019 ◽

Vol 30 (2) ◽

pp. 185-201

Author(s):

Deniz Guler ◽

Esra Ceyhan

Keyword(s):

At Risk ◽

Phenomenological Study ◽

At Risk Students ◽

Personal Characteristic ◽

Phenomenological Approach ◽

Stress Factors ◽

Personal Factors ◽

Negative Results ◽

School Counsellors ◽

Package Program

AbstractResilience is a crucial personal characteristic of school counsellors to protect and maintain their wellbeing against the effects of occupational stress factors in school settings. However, there has been a lack of research investigating school counsellors’ resilience in Turkey. Therefore, this study aims to explore the resilience of school counsellors working in schools with at-risk students in terms of stress and protective factors. The study was conducted using a qualitative research method with a phenomenological approach. The data were collected through semistructured interviews from 10 school counsellors working in schools with at-risk students. The data analysis was carried out with an inductive approach using an NVivo 11 software package program. The analysis revealed a variety of findings, both positive and negative, regarding the resilience of school counsellors. In this scope, three interrelated themes emerged as ‘Occupational Stressors’, ‘Personal Factors: Strength versus Vulnerability’, and ‘Positive and Negative Results: Happiness and Satisfaction versus Helplessness and Burnout’. The results show that school counsellors working in schools with at-risk students experience a variety of occupational stresses and that their experience of happiness and satisfaction, or helplessness and burnout, depends on a level of strengths or weaknesses with reference to personal factors.

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Randomized Trial Examining Effects of Animal Assisted Intervention and Stress Related Symptoms on College Students’ Learning and Study Skills

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17061909 ◽

2020 ◽

Vol 17 (6) ◽

pp. 1909

Author(s):

Patricia Pendry ◽

Alexa M. Carr ◽

Nancy R. Gee ◽

Jaymie L. Vandagriff

Keyword(s):

College Students ◽

At Risk ◽

Stress Management ◽

At Risk Students ◽

Academic Stress ◽

Risk Status ◽

Human Animal ◽

Human Animal Interaction ◽

Animal Interaction

Animal Visitation Programs (AVPs) targeting college students’ stress and academic success have increased, despite limited research on academic outcomes. This randomized controlled trial (N = 349) examined the effects of incorporating levels of Human–animal Interaction (HAI) (0%, 50% or 100%) with therapy dogs in a four-week academic stress management program. Conditions included (1) Academic Stress Management (ASM) content only (0% HAI), (2) Human–animal Interaction only (100% HAI) and (3) equal combinations of ASM content and HAI (50% HAI). Intention-to-treat (ITT) analyses examined the effects of students’ risk status (N = 146; depression, anxiety, perceived stress, worry) and treatment condition on students’ learning and study strategies at posttest and follow-up. The results showed interactions between condition and risk status demonstrating higher posttest levels of WILL (i.e., anxiety, attitude, motivation) (Β = 0.582, p = 0.005) and SELFREGULATION (i.e., concentration, self-testing, study aids, time management) (Β = 0.501, p = 0.031) for at-risk students receiving equal combinations of HAI and content presentations. Moderation effects remained at follow-up (Β = 0.626, p = 0.005; Β = 0.630, p = 0.007). At-risk students receiving only HAI (100%) also showed higher levels of WILL at posttest (Β = 0.481, p = 0.021) and follow up (Β = 0.490, p = 0.038). University administrators should consider providing at-risk students with targeted programs with varying levels of HAI and ASM content, depending on the targeted academic outcome.

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Managing risk and ‘giving back’: Aspiration among working-class Latino youth in Silicon Valley

Ethnography ◽

10.1177/1466138110387220 ◽

2011 ◽

Vol 12 (1) ◽

pp. 89-113 ◽

Cited By ~ 2

Author(s):

Elsa Davidson

Keyword(s):

At Risk ◽

Low Income ◽

School Environment ◽

Military Service ◽

Urban Politics ◽

Personal Responsibility ◽

Latino Youth ◽

Public High School ◽

Risk Status ◽

Managing Risk

This article focuses on the formation of aspirations among low-income, ‘at-risk’ Latino youth attending a state and privately funded Biotechnology Academy within a public high school in San Jose, California. I identify a pattern of aspiration among Academy youth that contradicts the goal of individual advancement in the regional information economy stressed in the Academy: the desire to give back to a ‘community’ or to the nation via public service, especially that focused on the monitoring of ‘at-risk’ communities or military service. I link this pattern of aspiration to a school environment that promoted students’ internalization of an ‘at-risk’ status and encouraged their assumption of personal responsibility for that status. I also seek to demonstrate the ways in which an urban politics of surveillance and experiences of social and economic marginalization outside of school articulated with daily school experiences of surveillance and discipline to produce unanticipated ways of assuming responsibility for an ‘at-risk’ status.

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Phonological Awareness Screening to Identify At-Risk Readers

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2902.109 ◽

1998 ◽

Vol 29 (2) ◽

pp. 109-116 ◽

Cited By ~ 14

Author(s):

Margie Gilbertson ◽

Ronald K. Bramlett

Keyword(s):

At Risk ◽

Phonological Awareness ◽

Reading Ability ◽

At Risk Students ◽

First Grade ◽

Receptive Vocabulary ◽

Standardized Assessments ◽

Cutoff Score ◽

Invented Spelling ◽

Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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