Teaching young people to cope: Benefits and gains for at risk students

2006 ◽  
Vol 23 (1) ◽  
pp. 91-110 ◽  
Author(s):  
Erica Frydenberg ◽  
Kerry Bugalski ◽  
Nola Firth ◽  
Shane Kamsner ◽  
Charles Poole
Keyword(s):  
At Risk ◽  
Young People ◽  
Coping Skills ◽  
At Risk Students ◽  
School Setting ◽  
Learning Difficulties ◽  
Regular School ◽  
Positive Attitudes ◽  
Seeking Help ◽  
Best Of Coping

AbstractThis paper reports on three studies, which collectively demonstrate the benefits of a coping skills program, first for young people at risk for depression, then those with learning problems likely to suffer failure at school. In particular, the first study deals with the usefulness of the Best of Coping (BOC) program in a regular school setting for students at different levels of risk of developing depression. Studies two and three report the benefits of an adapted version of the BOC program (BOCM) for students who experience learning difficulties. Successful intervention with the BOCM was found to help low achieving students and students with learning difficulties develop productive coping skills, but also increased positive attitudes towards seeking help from others and decreasing dependence on Non-Productive coping strategies.

At-Risk Students in a Rural Context: Benefits and Gains From a Coping Skills Program

2008 ◽  
Vol 18 (2) ◽  
pp. 160-181 ◽  
Author(s):  
Chelsea Eacott ◽  
Erica Frydenberg
Keyword(s):  
At Risk ◽  
Intervention Program ◽  
Coping Skills ◽  
Qualitative Interviews ◽  
Students At Risk ◽  
Psychological Distress Scale ◽  
Rural Context ◽  
Best Of Coping ◽  
Distress Scale ◽  
Risk For Depression

AbstractThere are increasing demands in schools to provide social–emotional learning opportunities for students. This article reports on the utility of a universal coping skills program for young people at risk for depression in a rural context. The study deals specifically with the utility of the Best of Coping (BOC) program implemented to all students in Year 9 with a view to examining the benefits for students at-risk for depression. Two cohorts of Year 9 students (N= 159) participated in the program across 2006–07. Program effects were evaluated using the Adolescent Coping Scale and the Kessler Psychological Distress Scale and qualitative interviews. Successful intervention with the BOC was found to help students at-risk decrease dependence on Non-Productive coping strategies and reduce risk for negative mental health outcomes. Findings demonstrated that those in greatest need were able to benefit from a universal intervention program.

scholarly journals Tutoring, mentoring i coaching w edukacji osób z trudnościami w uczeniu się

2020 ◽  
pp. 221-234
Author(s):  
Sonia Wawrzyniak
Keyword(s):  
Young People ◽  
Coping Skills ◽  
Learning Difficulties ◽  
Children And Youth ◽  
Educational Institutions ◽  
School Practice ◽  
Modern School ◽  
Pedagogical Innovations ◽  
The Right ◽  
Difficult Situations

Wawrzyniak Sonia, Tutoring, mentoring i coaching w edukacji osób z trudnościami w uczeniu się [Tutoring, Mentoring and Coaching in the Education of People with Learning Difficulties]. Studia Edukacyjne nr 56, 2020, Poznań 2020, pp. 221-234. Adam Mickiewicz University Press. ISSN 1233-6688. DOI: 10.14746/se.2020.56.12The article presents the possibilities it creates using pedagogical innovations such as tutoring, mentoringand coaching supporting the traditional model of education at work with students with school difficulties. Problems withfinding your own path for children and youth, coping skills in a dynamically changing reality,in consumer times with many difficult situations is often undertaken on the basis of school practice and and scientific research. Young people are expected to have knowledge and skills flexible, mobility in various spheres of life because the change is inscribed in the surrounding reality. Important task of modern school and educational institutions is making young people aware of challenges, that stand before them and prepare them to the right life, educational and professional choices in accordance with their capabilities andrequirements of the labor market.

Promoting mental health literacy in schools

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Fretian ◽  
S Kirchhoff ◽  
P Graf ◽  
U Bauer
Keyword(s):  
Public Health ◽  
Mental Health ◽  
Health Literacy ◽  
Young People ◽  
Help Seeking ◽  
Mental Health Literacy ◽  
School Setting ◽  
Control Group ◽  
Positive Attitudes ◽  
Good Mental Health

Abstract Background Adolescence is the most suitable time for health promotion and prevention programs regarding mental illness to start. Given that, about half of the mental illnesses will develop by the age of 14, addressing this issue early in the life course is a particular public health goal in Europe. Mental health literacy is considered a key determinant of good mental health, as it comprises adequate knowledge positive attitudes towards mental health and help-seeking behavior. School-based interventions aimed at increasing mental health literacy are a promising method to reach most young people, at least in countries were school attendance is mandatory. The goal of our project is to evaluate a mental health school program, adapted from a Curriculum originating in Canada, in regard to its ability to increase the mental health literacy of adolescents and young adults within the German school setting. Methods Data is currently being collected within the school setting from adolescents and young adults attending regular secondary schools and vocational schools in Germany at three different time points: (T0) before the intervention, (T1) afterwards and (T2) 2-3 months later. A control group will be questioned as well. Data collection takes place between February and December 2020. Results Till October 2020 a sample size of about 200 to 400 participants will be reached. It is expected that the intervention group will have a significantly higher increase in mental health literacy, more positive attitudes towards help-seeking and a decrease in stigmatizing attitudes towards mental illness compared to the control group. Conclusions It is expected that, the mental health Curriculum will show to be an effective way of promoting the mental health literacy of young people attending different school forms in Germany. A national wide implementation might be a promising public health measure for fostering good mental health and mental health literacy in adolescents and young people.

The Galilee Day Program: Alternative education and training strategies for young people in substitute care

1998 ◽  
Vol 23 (3) ◽  
pp. 29-35
Author(s):  
Robert Long
Keyword(s):  
At Risk ◽  
Young People ◽  
Alternative Education ◽  
Education Program ◽  
At Risk Students ◽  
Australian Capital Territory ◽  
Substitute Care ◽  
Alternative Education Program ◽  
At Risk Student ◽  
And Training

Comprehensive research undertaken in 1995 and 1997 clearly establishes the educational needs of at-risk young people. Research by Webber and Hayduk (Leaving School Early) and Brooks et al (NYARS report Under-age School Leaving) establishes indicators contributing to under-age school leaving which are discussed in relation to the responsibility of schools in meeting the needs of at-risk students. Without revisiting the tenets of the deschooling movement which have been canvassed in detail in the pages of many books and education journals, the discussion explores the validity of alternative models to mainstream schooling. The paper assumes a certain inability of schooling to meet the needs of at-risk student; indeed it could be argued that the purpose of schooling generates and selects at-risk students. In a schooling culture which propagates the ideology of integration, the paper suggests the validity of an alternative and exclusion-based model of education. One such model has been established in 1997 in the Australian Capital Territory and this alternative education program is evaluated.

scholarly journals (Re)conceptualising Risk: What (Seems to) Work for At-Risk Students

2016 ◽  
Author(s):  
David Zyngier
Keyword(s):  
At Risk ◽  
Social Justice ◽  
Young People ◽  
At Risk Students ◽  
School Context ◽  
Social Constructivist ◽  
Students At Risk ◽  
Improved Outcomes ◽  
The Individual

This review of current research into at-risk programs serves to categorise and characterise existing programs and to evaluate the contribution of these programs to assisting students at-risk from marginalised backgrounds. This characterisation questions the (sometimes) implicit assumptions and the consequences of those assumptions inherent in and behind these various accounts. This involves a synthesis and reformulation, based on epistemological standpoints, both explicit and implied, of the various researchers. Using as a lens the (various and varied) understandings of social justice and the goals of education (Gale & Densmore, 2000; 2003) I identify three sometimes overlapping and sometimes contesting standpoints in relation to at-risk students, characterised as instrumentalist or rational technical, social constructivist or individualist and critical transformative or empowering. I argue that programs ‘which simply seek to achieve change in the individual young people are doomed to failure’ (Stewart, 1998, 4) and that a critical transformative understanding of at-risk may deliver improved outcomes for young people by challenging ‘the school context in which the young people are located’ (Stewart, 1998, 4).

Using a Cooperative Multimedia Learning Environment to Enhance Learning and Affective Self-Perceptions of at-Risk Students in Grade 8

2000 ◽  
Vol 28 (3) ◽  
pp. 239-252 ◽  
Author(s):  
Charles E. Woodul ◽  
Michael R. Vitale ◽  
Barbara J. Scott
Keyword(s):  
At Risk ◽  
Social Studies ◽  
Multimedia Learning ◽  
At Risk Students ◽  
Learning Activity ◽  
Constructive Learning ◽  
Self Confidence ◽  
Positive Attitudes ◽  
School Learning ◽  
Content Review

After a two-week social studies lesson on the Bill of Rights, pairs of experimental students ( N = 10) randomly selected from one classroom completed a cooperative week-long multimedia learning activity in which they planned and assembled microcomputer-based media presentations focusing on the social studies content previously taught and then, after one-week delay, showed their presentations to non-at-risk peers. Paralleling the experimental phases, students in two control classrooms, after the same two-week lesson, completed post-instructional experiences consisting of an additional one-week instruction on the same content and, after a one-week delay, a one-day content review. MANOVA showed the experimental students displayed significantly greater social studies knowledge and significantly more positive attitudes toward and self-confidence in school learning in general and social studies learning in particular. Findings were discussed in terms of the potential of multimedia constructive learning environments to provide qualitatively-enhanced alternatives to traditional instruction for at-risk and non at-risk learners.

Computer Based At-Risk Instructional Model

1991 ◽  
Vol 20 (2) ◽  
pp. 87-94 ◽  
Author(s):  
R. Wilburn Clouse
Keyword(s):  
At Risk ◽  
Peer Group ◽  
Classroom Teacher ◽  
At Risk Students ◽  
Dropping Out ◽  
Instructional Model ◽  
Instructional Process ◽  
Computer Based Learning ◽  
Positive Attitudes ◽  
Computer Based

Students are dropping out of high school at an increasing rate. Many students have dropped out because they have poor basic skills and therefore cannot succeed academically. This study developed a strategy whereby the classroom teacher was given the responsibility to manage all aspects of the instructional process, including the assignment of computer-based learning activities for low achieving At-Risk students and peer group learning. The research investigated the effectiveness of a computer-based instructional model for improving the ability of At-Risk students to read, write, and calculate. The model placed the microcomputer and related software in the hands of the classroom teacher to be used as a tool for the target students in grades 1–8. Besides increased performance in most grade level tests, students and teachers also demonstrate positive attitudes toward using computers as tools.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
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.

Information-Seeking on the Internet

Crisis ◽  
2015 ◽  
Vol 36 (3) ◽  
pp. 211-219 ◽  
Author(s):  
Vinod Singaravelu ◽  
Anne Stewart ◽  
Joanna Adams ◽  
Sue Simkin ◽  
Keith Hawton
Keyword(s):  
At Risk ◽  
Young People ◽  
Information Seeking ◽  
Significant Proportion ◽  
The Internet ◽  
Search Terms ◽  
Specific Advice ◽  
Restriction Sites ◽  
Self Harm ◽  
Negative Tone

Abstract. Background: The Internet is used by young people at risk of self-harm to communicate, find information, and obtain support. Aims: We aimed to identify and analyze websites potentially accessed by these young people. Method: Six search terms, relating to self-harm/suicide and depression, were input into four search engines. Websites were analyzed for access, content/purpose, and tone. Results: In all, 314 websites were included in the analysis. Most could be accessed without restriction. Sites accessed by self-harm/suicide search terms were mostly positive or preventive in tone, whereas sites accessed by the term ways to kill yourself tended to have a negative tone. Information about self-harm methods was common with specific advice on how to self-harm in 15.8% of sites, encouragement of self-harm in 7.0%, and evocative images of self-harm/suicide in 20.7%. Advice on how to get help was given in 56.1% of sites. Conclusion: Websites relating to suicide or self-harm are easily accessed. Many sites are potentially helpful. However, a significant proportion of sites are potentially harmful through normalizing or encouraging self-harm. Enquiry regarding Internet use should be routinely included while assessing young people at risk.

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