scholarly journals Are affluent youth truly “at risk”? Vulnerability and resilience across three diverse samples

2012 ◽  
Vol 24 (2) ◽  
pp. 429-449 ◽  
Author(s):  
Suniya S. Luthar ◽  
Samuel H. Barkin
Keyword(s):  
High School ◽  
Substance Use ◽  
High School Students ◽  
East Coast ◽  
Future Research ◽  
Small Subset ◽  
Senior Year ◽  
School Students ◽  
Vulnerability Factor ◽  
Problem Situations

AbstractBuilding upon prior findings of elevated problems among East Coast suburban youth through the 11th grade, this study establishes disproportionately high incidence of maladjustment across three disparate samples: East Coast Suburban youth at the end of their senior year in high school, and 11th and 12th graders in (a) a Northwest suburb and (b) an East Coast city. Both East Coast samples showed pronounced elevations in substance use, whereas the Northwest suburban sample showed marked vulnerability in serious internalizing and externalizing symptoms. Across all samples, parents’ low perceived containment for substance use (lax repercussions on discovering use) was a major vulnerability factor, followed by parents’ knowledge of their teens’ activities. Overall, adolescents’ symptom levels were more strongly related to their relationships with mothers than with fathers. An exception was boys’ apparent vulnerability to fathers’, but not mothers’, perceived depressive symptoms. As with affluent eighth graders, we found that “overscheduling” in extracurriculars is not a critical vulnerability factor among these high school students. Finally, youth reports suggested that most affluent parents do not indiscriminately bail their children out of all problem situations (although a small subset, apparently, do). Results are discussed along with the implications for practice and for future research.

GPS for Success: A Practitioner-Based Study With High School Students

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110504
Author(s):  
Allison Spargo ◽  
Patrick Mullen ◽  
Daniel Gutierrez ◽  
Jennifer Kramer
Keyword(s):  
High School ◽  
Substance Use ◽  
High School Students ◽  
Future Research ◽  
Substance Use Prevention ◽  
School Students ◽  
Prevention Services ◽  
Goal Clarity ◽  
School Based ◽  
Future School

We describe the conceptual framework and practitioner-based study outcomes of a school-based substance use prevention intervention focused on strengthening student commitment to their personal vision. This study found increases related to goal clarity and identification of a mentor following the intervention. We suggest implications for future school-based substance use prevention services and future research to evaluate the program.

Understanding Associations Between Exposure to Violent Pornography and Teen Dating Violence Among Female Sexual Minority High School Students

2021 ◽  
pp. 088626052110283
Author(s):  
Cara Herbitter ◽  
Alyssa L. Norris ◽  
Kimberly M. Nelson ◽  
Lindsay M. Orchowski
Keyword(s):  
High School ◽  
High School Students ◽  
Dating Violence ◽  
Sexual Minority ◽  
Teen Dating Violence ◽  
Baseline Survey ◽  
Future Research ◽  
School Students ◽  
Minority Adolescents ◽  
Teen Dating

Previous research indicates that teen dating violence (TDV) is more common among sexual minority than heterosexual adolescents, with approximately half of female sexual minority adolescents (SMA) endorsing TDV victimization in the last year. In samples of adolescents without regard to sexual orientation, exposure to violent pornography is associated with TDV, but this relationship has not been assessed in female SMA. The current study sample consisted of 10th-grade high school students aged 14–17 who identified as cisgender females ( N = 1,276). Data were collected from a baseline survey prior to the delivery of a sexual assault prevention intervention. Female SMA had 2.54 times the odds (95%CI [1.75, 3.69]) of being exposed to violent pornography and 2.53 times the odds (95%CI [1.72, 3.70)]) of TDV exposure compared to heterosexual girls. Exposure to violent pornography was not associated with involvement in TDV among female SMA, controlling for episodic heavy drinking ( aOR = 2.25, 95%CI [0.88,6.22]). Given the relatively higher rates of violent pornography and TDV exposure among female SMA compared to heterosexual girls, it is critical that sex education curricula address these experiences and meet the needs of adolescents of all sexual orientations. Future research can assess how these TDV interventions might be tailored for female SMA. Although we did not find that exposure to violent pornography was associated with TDV among female SMA, these investigations should be replicated with larger data sets, given that the association between exposure to violent pornography and engagement in TDV was in the expected direction.

scholarly journals Waterpipe use among high school students in Ontario: Demographic and substance use correlates

2015 ◽  
Vol 106 (3) ◽  
pp. e121-e126 ◽  
Author(s):  
Hayley A. Hamilton ◽  
Roberta Ferrence ◽  
Angela Boak ◽  
Shawn O’Connor ◽  
Robert E. Mann ◽  
...  
Keyword(s):  
High School ◽  
Substance Use ◽  
High School Students ◽  
School Students ◽  
Waterpipe Use

Feasibility and Acceptability of Classroom-Based Interventions for Students With Emotional/Behavioral Challenges at the High School Level

2016 ◽  
Vol 19 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Talida M. State ◽  
Judith R. Harrison ◽  
Lee Kern ◽  
Timothy J. Lewis
Keyword(s):  
High School ◽  
High School Students ◽  
Study Skills ◽  
School Level ◽  
Future Research ◽  
Individual Student ◽  
High School Level ◽  
School Students ◽  
Behavioral Challenges ◽  
Organizational Skills

Little is known about the feasibility and acceptability of interventions designed to address the needs of high school students with emotional and behavioral challenges and adopted by their teachers. In this study, 336 general and special education teachers rated classwide interventions (e.g., expectations, routines, positive student–teacher interactions [PSTI]) and individual student interventions (e.g., study skills, organizational skills) in terms of priority, feasibility, and acceptability before implementation. Teachers who implemented the interventions rated their acceptability post-implementation. Results indicated that acceptability ratings varied across interventions, and it appeared that teachers rated interventions that required the least amount of time to implement (e.g., PSTI) most acceptable and those that required the most time for implementation (e.g., study skills) least acceptable. Lack of time, perceived lack of effectiveness, and poor environmental fit were often cited as reasons for lack of feasibility. Regression analyses revealed that teacher characteristics (e.g., years of experience) and type of intervention (e.g., classwide vs. individualized) contributed to teacher ratings of intervention acceptability. Implications for future research and practice are discussed.

scholarly journals The The perceptions of Senior High School students and teachers about organic chemistry: A Ghanaian perspective

2021 ◽  
Vol 32 (4) ◽  
pp. 331-342
Author(s):  
Esther Nartey ◽  
◽  
Ruby Hanson ◽  
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Chemical Reactions ◽  
Simple Random Sampling ◽  
Senior High School ◽  
Future Research ◽  
Positive Perception ◽  
School Students ◽  
Teachers Perceptions

The purpose of the study was to determine the perceptions that senior high school (SHS) chemistry students and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of one hundred (100) SHS students who studied elective chemistry and ten (10) chemistry teachers. The research instruments used to collect data for this study were the ‘organic chemistry perceptions questionnaire for students’ (OCPQS) and ‘organic chemistry perceptions questionnaire for teachers’ (OCPQT). Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that these SHS students have a fairly positive perception of organic chemistry while their teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Also, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. The insights gained about teachers’ and students’ perceived difficult organic chemistry topics in this study imply that teachers’ perceptions and how these are communicated to students can have significant effects on learning. The authors believe that both teachers and learners could benefit from this increased awareness of perceptions about difficulties in teaching and learning organic chemistry. They therefore suggest that further studies into how teachers’ perceptions influence their teaching and consequently their students’ experiences be carried out. In addition, in future research, a diagnostic test based on the topics in the SHS organic chemistry syllabus could be added to ascertain whether the perceived difficult topics are actually difficult for students to answer questions on. This would help teachers to separate perceived difficulties from the actual difficulties (realities) and be able to address them in their lessons.

scholarly journals Substance use among high school students in Erbil City, Iraq: prevalence and potential contributing factors

2019 ◽  
Vol 25 (11) ◽  
pp. 806-812 ◽  
Author(s):  
Nazar Mahmood ◽  
Samir Othman ◽  
Namir Al-Tawil ◽  
Tariq Al-Hadithi
Keyword(s):  
High School ◽  
Substance Use ◽  
High School Students ◽  
Contributing Factors ◽  
School Students

Anger Assessment In Rural High School Students

2003 ◽  
Vol 19 (1) ◽  
pp. 30-40 ◽  
Author(s):  
Jacqueline M. Lamb ◽  
Kathryn R. Puskar ◽  
Susan Sereika ◽  
Kathy Patterson ◽  
Judith A. Kaufmann
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Cognitive Processing ◽  
Anger Expression ◽  
Trait Anger ◽  
Future Research ◽  
School Students ◽  
Rural High School ◽  
American Society

Anger and aggression in school children are a major concern in American society today. Students with high anger levels and poor cognitive processing skills are at risk for poor relationships, underachievement in school, and health problems. This article describes characteristics of children who are at risk for high anger levels and aggression as well as those who are able to modulate their anger. Results of a survey are reported which describe levels of anger in 624 rural high school students. This sample reported lower levels of anger, compared to the normative group. Differences among the sample include higher internal anger expression in girls, higher trait anger in boys ages 15–16, and higher trait anger in girls ages 16–17. Recommendations are made for future research and specific steps that school nurses can take.

Substance Use and Parent Characteristics Among High School Students: Edirne Sample in Turkey

2016 ◽  
Vol 25 (3) ◽  
pp. 260-267
Author(s):  
Mehmet Bulent Sonmez ◽  
Digdem Cakir ◽  
Rugul Kose Cinar ◽  
Yasemin Gorgulu ◽  
Erdal Vardar
Keyword(s):  
High School ◽  
Substance Use ◽  
High School Students ◽  
School Students ◽  
Parent Characteristics

Teaching High School Students With Disabilities to Advocate for Academic Accommodations

2019 ◽  
Vol 54 (3) ◽  
pp. 146-156
Author(s):  
Nancy J. Lopez ◽  
Nicole M. Uphold ◽  
Karen H. Douglas ◽  
Shaqwana Freeman-Green
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Functional Relation ◽  
Transition Process ◽  
Future Research ◽  
Academic Accommodations ◽  
School Students ◽  
Self Advocacy

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.

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