Youth Experiences of Violence at Home, School, and Street in Disadvantaged Urban Neighborhoods of Islamabad, Pakistan: Troika of Violence

2021 ◽  
pp. 1-14
Author(s):  
Rahat Shah ◽  
Asif Hayat ◽  
Muhammad Zaman ◽  
Imran Sabir
Keyword(s):  
Urban Neighborhoods ◽  
Home School ◽  
Youth Experiences ◽  
At Home

scholarly journals Psychosocial health of school-aged children during the initial COVID-19 safer-at-home school mandates in Florida: a cross-sectional study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sarah L. McKune ◽  
Daniel Acosta ◽  
Nick Diaz ◽  
Kaitlin Brittain ◽  
Diana Joyce- Beaulieu ◽  
...  
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Psychosocial Health ◽  
Cross Sectional Study ◽  
Home School ◽  
Sectional Study ◽  
Cross Sectional ◽  
School Aged Children ◽  
K 12 ◽  
At Home

Abstract Background Given the emerging literature regarding the impacts of lockdown measures on mental health, this study aims to describe the psychosocial health of school-aged children and adolescents during the COVID-19 Safer-at-Home School mandates. Methods A cross-sectional study was conducted in April 2020 (n = 280) among K-12 students at a research school in North Central Florida. Bivariate analysis and logistic and multinomial logistic regression models were used to examine socio-demographic and knowledge, attitude, and practice (KAP) predictors of indicators of anxiety-related, depressive, and obsessive-compulsive disorder(OCD)-related symptoms. Outcomes (anxiety, OCD, and depressive related symptoms) were measured by indices generated based on reported symptoms associated with each psychosocial outcome. Results Loss of household income was associated with increased risk for all three index-based outcomes: depressive symptoms [aOR = 3.130, 95% CI = (1.41–6.97)], anxiety-related symptoms [aOR = 2.531, 95%CI = (1.154–5.551)], and OCD-related symptoms [aOR = 2.90, 95%CI = (1.32–6.36)]. Being female was associated with being at higher risk for depressive symptoms [aOR = 1.72, 95% CI = (1.02–2.93)], anxiety-related symptoms [aOR = 1.75, 95% CI = (1.04–2.97)], and OCD-related symptoms [aOR = 1.764, 95%CI = (1.027–3.028)]. Parental practices protective against COVID-19 were associated with children being at higher risk of depressive symptoms [aOR = 1.55, 95% CI = (1.04–2.31)]. Lower school level was associated with children being at higher risk of anxiety-related and OCD-related symptoms. Conclusions As the COVID-19 pandemic continues, schools should prioritize mental health interventions that target younger, female students, and children of families with income loss. Limiting the spread of COVID-19 through school closure may exacerbate negative psychosocial health outcomes in children, thus school administrators should move quickly to target those at greatest risk.

scholarly journals “Teachers Act Like We’re Robots”: TikTok as a Window Into Youth Experiences of Online Learning During COVID-19

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842199553
Author(s):  
Ioana Literat
Keyword(s):  
Social Media ◽  
Online Learning ◽  
Thematic Analysis ◽  
Large Scale ◽  
Home School ◽  
Educational Support ◽  
Social Lives ◽  
Online Coursework ◽  
Youth Experiences ◽  
Educational Futures

Social media, and especially popular youth-focused platforms like TikTok, can offer a valuable window into youth experiences, including their perceptions of online learning. Building on a large-scale thematic analysis of 1,930 TikTok videos posted in March-June 2020, this study examines how young people shared their experiences of online learning during the COVID-19 pandemic. Findings indicate that youth portrayed online coursework as overwhelming and relentless against the traumatic background of the pandemic. They sought support, empathy, and authenticity from teachers, and both received and provided emotional and educational support to peers on the platform. Students’ home contexts emerged as particularly salient, making visible the intersections between young people’s home, school and social lives. By facilitating a grounded, bottom-up understanding of students’ experiences and perceptions—shared in their preferred spaces and modes of expression—this research stresses the need to attend to youth perspectives to craft more equitable and empowering educational futures.

scholarly journals Indoor Air Quality Problems at Home, School, and Work

2018 ◽  
Vol 198 (1) ◽  
pp. P1-P2
Author(s):  
Anne S. Mainardi ◽  
Carrie A. Redlich
Keyword(s):  
Air Quality ◽  
Indoor Air Quality ◽  
Indoor Air ◽  
Home School ◽  
At Home

scholarly journals If you do not know the child's temperament you do not know the child

2014 ◽  
Vol 31 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Carmelo Calluen ◽  
Thomas Oakland
Keyword(s):  
Home School ◽  
Children And Youth ◽  
Behavioral Characteristics ◽  
Theoretical Orientations ◽  
Imaginative Thinking ◽  
Cross National ◽  
At Home

Current scholarship generally characterizes temperament as stylistic and relatively stable traits that subsume intrinsic tendencies to act and react in somewhat predictable ways to people, events, and other stimuli. An understanding of children's temperament preferences aids our understanding of the origins of behaviors as well as normal attitudes children display at home, school, and elsewhere. The purpose of this paper is to provide an introduction to children's temperament along with a desire that this information serve to stimulate further research and applications in Brazil. The concept of temperament has evolved from a classic (Hippocrates and Galen) to a modern (Jung and Myers and Briggs) perspective. Two theoretical orientations (Thomas and Chess as well as Oakland and colleagues) provide somewhat popular methods to explain temperament constructs displayed by children and youth. This paper focuses on Oakland and colleagues' approach to temperament in children ages 8-17 in terms of the eight basic styles that are grouped into four bipolar traits: extroverted or introverted, practical or imaginative, thinking or feeling, and organized or flexible styles. Descriptions of the temperament styles and their corresponding behavioral characteristics in children are included. Findings from cross-national research on children's temperaments also are discussed.

Start at Home to Improve Home-School Relations

1989 ◽  
Vol 73 (513) ◽  
pp. 23-27 ◽  
Author(s):  
Harold Hester
Keyword(s):  
Home School ◽  
At Home

scholarly journals Character Education Through Dola Bololo in Early Childhood at Afe Taduma Ternate North Maluku, Indonesia.

2018 ◽  
Vol 6 (5) ◽  
Author(s):  
Sida Said ◽  
Yufiarti . ◽  
Moch.Syarief Sumantri
Keyword(s):  
Early Childhood ◽  
Qualitative Methods ◽  
Character Education ◽  
Religious Education ◽  
Home School ◽  
Mutual Assistance ◽  
At Home

The purpose of this article is to know the character education through Dola Bololo can give to early childhood, place,and time Dola Bololo is expressed to educate characters in early childhood in Afe Taduma Ternate. This study used ethnography qualitative methods to determine character education through Dola Bololo individually or in groups. The results show that character education can be provided through Dola Bololo for the formation of early childhood characteristics such as religious education, mutual assistance, togetherness, love of the nation, caring for nature. The Character education can be given at home, school and the environment. Dola Bololo is pronounced in poetry, syarhil, and sung at certain times.

It's in the bag: Parental involvement in a numeracy at-home program

2012 ◽  
Vol 37 (2) ◽  
pp. 27-33 ◽  
Author(s):  
Tracey Muir
Keyword(s):  
Early Childhood ◽  
High Schools ◽  
Parental Involvement ◽  
Intervention Program ◽  
Classroom Practices ◽  
Community Partnerships ◽  
Home School ◽  
Mathematical Education ◽  
Home Program ◽  
At Home

THIS PAPER DESCRIBES A project conducted with the parents of children in early childhood classes from two different district high schools 1 . The project investigated the perceptions held by these parents in relation to mathematics education, and used an intervention program designed to encourage them to engage in numeracy activities with their child. Preliminary results indicated that, although the parents were not necessarily familiar with contemporary numeracy classroom practices, they were able to describe and evaluate their children's mathematical understandings. The findings add to the limited research available on the ways parents can support their child's mathematical education at home through encouraging home–school community partnerships. 1 District high schools in this context refers to rural schools with classes ranging from Kindergarten–Year 10.

Supporting Advanced Multilingual Speakers as Individuals

2022 ◽  
pp. 1638-1656
Author(s):  
Etienne Skein ◽  
Yvonne Knospe ◽  
Kirk P. H. Sullivan
Keyword(s):  
Literacy Practices ◽  
Home School ◽  
Multilingual Classrooms ◽  
Linguistic System ◽  
The Creation ◽  
At Home

Translanguaging is a concept that is increasingly used in multilingualism studies with disparate definitions and uses in the literature. In this chapter, students who are advanced multilingual speakers at home, school, and elsewhere are in focus. The chapter examines historical and contemporary definitions of translanguaging and shows that not all definitions view the literacy practices of advanced multilingual speakers as translanguaging. However, those that see these speakers as having a unitary linguistic system allow the literacy practices of advanced multilingual speakers to be viewed as translanguaging. Working from this perspective, the chapter argues for translanguaging writing spaces to be created in schools as a way to foster learning. The chapter also presents ways in which teachers can support the creation of these spaces in multilingual classrooms and considers how translanguaging writing spaces can be maintained when advanced multilingual speakers move to writing for monolingual readers. The challenge of this move is also discussed.

scholarly journals Fifteen-minute consultation: The angry child

2018 ◽  
Vol 104 (1) ◽  
pp. 11-15
Author(s):  
Annie Swanepoel
Keyword(s):  
Family Therapy ◽  
Anger Management ◽  
Management Strategies ◽  
Basic Structure ◽  
Home School ◽  
School Based ◽  
Underlying Causes ◽  
School Based Interventions ◽  
The Subject ◽  
At Home

Children who present with difficult behaviours due to underlying anger are commonly presented to paediatricians for help and advice. This paper gives a basic structure of how to approach the subject, by exploring whether the problems occur at home, school or both, and analysing the behaviour by focusing on antecedents, behaviour and consequences. It is important to find the underlying causes in order to know what to recommend, as this can vary from medication, anger management strategies, school-based interventions, parenting programmes or family therapy.

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