High-school courses in family relations: Abstract

1931 ◽  
Author(s):  
Gertrude Laws
Keyword(s):  
High School ◽  
Family Relations

scholarly journals GENDER DIFFERENCES IN READINESS FOR MARRIAGE OF HIGH SCHOOL PUPILS

2021 ◽  
pp. 183-195
Author(s):  
N. Тykhonenko
Keyword(s):  
High School ◽  
Gender Differences ◽  
Family Life ◽  
Family Relations ◽  
Point Of View ◽  
Special Role ◽  
Family Responsibilities ◽  
Marriage And Family ◽  
Emotional Interaction ◽  
The Relationship

The article is devoted to the analysis of gender differences in readiness for marriage of high school pupils. It systematizes the factors of psychological readiness of young men and women for family life in today’s conditions. Adolescence, as a time of individual’s vital self-determination, is characterized by the experience of various social roles and activities. Psychological readiness for family life includes a stable positive motivation to start a family, the development of personal qualities of the family man, the ability to empathically understand the partner, constructive and self-affirming behavior in marriage. Theoretical analysis of the peculiarities of personality formation in adolescence, the specifics of readiness for marriage and family-role expectations of senior school age pupils; methodical bases and methods of research are described. The results of an empirical study of gender differences in marriage readiness of high school pupils, their focus on understanding, emotional attraction and authority in marriage are analyzed. It was found that girls are characterized by a strong motivational willingness to start a family, more focused on understanding with a partner and emotional involvement in the relationship. They are clearly aware of the specifics of family responsibilities, their own role in family life, the specifics of the organization of married life. Instead, for boys, the process of exercising authority and taking a dominant position in communication is more important. Girls consider the most important to be the achievement of a common point of view, acceptance from a partner, demonstration to him of acceptance of his position. In the success of family interaction, they pay special attention to emotional interaction and intimacy, manifestations of love and support. The boys, on the other hand, strive to realize their authority and dominance in family relations, expect the woman to submit to their position and views, without giving a special role to issues of understanding and emotional inclusion. They have no intrinsic motivational need to start a family. Young people think little about the relationship between family roles, the organization of family life and building a system of support for family life.

FAMILY RELATIONS OF BRIGHT HIGH-ACHIEVING AND UNDER-ACHIEVING HIGH SCHOOL BOYS1

1961 ◽  
Vol 32 (3) ◽  
pp. 501-510
Author(s):  
William R. Morrow ◽  
Robert C. Wilson
Keyword(s):  
High School ◽  
Family Relations ◽  
High Achieving

scholarly journals A SOCIO-PEDAGOGICAL ANALYSIS OF THE RELATIONSHIP BETWEEN PEER VIOLENCE AND THE QUALITY OF FAMILY AND SCHOOL LIFE AMONG HIGH SCHOOL STUDENTS

2017 ◽  
pp. 81-105
Author(s):  
Emina Babić ◽  
Izet Pehlić
Keyword(s):  
High School ◽  
High School Students ◽  
Family Relations ◽  
Survey Method ◽  
School Life ◽  
School Students ◽  
Peer Violence ◽  
Pedagogical Analysis ◽  
The Relationship

The aim of this paper was to carry out a socio-pedagogical analysis of peer violence, the quality of high school students’ family and school life, and to examine the relationship between peer violence and the quality of family and school life among high school students. The research was conducted employing a method of theoretical analysis and a descriptive-analytical survey method. Furthermore, scaling and survey techniques were applied. The research instruments included a Peer Violence Questionnaire, a Perception of Family Relations Scale and a Quality of Life in School Questionnaire. The research sample comprised 300 high school students, namely the first, second and third graders. The research results showed that there is a statistically significant relationship between peer violence and the quality of family and school life, i.e. the high school students who report a higher level of peer violence at the same time obtain lower scores on the scales of family and school life. Moreover, the results indicate that high school students experiencing a higher quality of family relations and a higher quality of school life are statistically significantly less likely to be victims and perpetrators of peer violence. In the conclusions we emphasize the need for the development of a quality parenting education program, the need for urgent socio-pedagogical interventions in schools to assist bullies and victims of peer violence, the need to include social pedagogues as expert associates in the educational work of schools, as well as the need for introducing a unique model of peer violence prevention that would be compulsory in elementary and high schools in Bosnia and Herzegovina.

Family Relations of Bright High-Achieving and Under-Achieving High School Boys

1961 ◽  
Vol 32 (3) ◽  
pp. 501
Author(s):  
William R. Morrow ◽  
Robert C. Wilson
Keyword(s):  
High School ◽  
Family Relations ◽  
High Achieving

Cosmetology treatments on human hair: An SEM study

1996 ◽  
Vol 54 ◽  
pp. 940-941
Author(s):  
D.F. Bowling
Keyword(s):  
High School ◽  
High Resolution ◽  
Human Hair ◽  
Optical Microscope ◽  
Convincing Evidence ◽  
Brightness Contrast ◽  
Sem Study

High school cosmetology students study the methods and effects of various human hair treatments, including permanents, straightening, conditioning, coloring and cutting. Although they are provided with textbook examples of overtreatment and numerous hair disorders and diseases, a view of an individual hair at the high resolution offered by an SEM provides convincing evidence of the hair‘s altered structure. Magnifications up to 2000X provide dramatic differences in perspective. A good quality classroom optical microscope can be very informative at lower resolutions.Students in a cosmetology class are initially split into two groups. One group is taught basic controls on the SEM (focus, magnification, brightness, contrast, specimen X, Y, and Z axis movements). A healthy, untreated piece of hair is initially examined on the SEM The second group cements a piece of their own hair on a stub. The samples are dryed quickly using heat or vacuum while the groups trade places and activities.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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