Concussion reporting, return to learn, and return to play experiences in a sample of private preparatory high school students

The authors conducted a cross-sectional survey of Massachusetts school nurses examining return-to-learn practices for children recovering from concussion in prekindergarten through high school. Regardless of school setting, all students received academic accommodations to support learning during recovery. School nurses perceived less benefit to prolonged cognitive rest (>4 days) for high school students relative to students in elementary school, but provided academic accommodations to them for comparatively longer periods of time (10-14 days vs 6-10 days). In all settings, respondents indicated a need for improved communication among treating physicians, parents, and school personnel, as well as improved education and standardized management tools for younger children and those who sustain non-sport-related injuries. Despite serving children at different developmental stages, school return-to-learn practices are essentially the same in primary and secondary schools, highlighting the need for standardized, developmentally appropriate return-to-learn plans and additional education for the providers and school personnel who implement them.

Download Full-text

Articulatory Intervention for the Visually Impaired

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1003.139 ◽

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.

Download Full-text

The Relationship Between Cognitive Career Maturity and Self-Reported Career Maturity of High School Students

Measurement and Evaluation in Counseling and Development ◽

10.1080/07481756.1987.12022850 ◽

1987 ◽

Vol 20 (2) ◽

pp. 51-61 ◽

Cited By ~ 11

Author(s):

Bert W. Westbrook ◽

Eleanor E. Sanford ◽

Marion Youngblood

Keyword(s):

High School ◽

High School Students ◽

Career Maturity ◽

School Students ◽

The Relationship

Download Full-text

A Triarchic Analysis of an Aptitude-Treatment Interaction

European Journal of Psychological Assessment ◽

10.1027//1015-5759.15.1.3 ◽

1999 ◽

Vol 15 (1) ◽

pp. 3-13 ◽

Cited By ~ 96

Author(s):

Robert J. Sternberg ◽

Elena L. Grigorenko ◽

Michel Ferrari ◽

Pamela Clinkenbeard

Keyword(s):

High School ◽

High School Students ◽

Introductory Psychology ◽

College Level ◽

School Students ◽

Treatment Interaction ◽

Aptitude Treatment Interaction ◽

Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Download Full-text

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

European Psychologist ◽

10.1027/1016-9040.11.4.268 ◽

2006 ◽

Vol 11 (4) ◽

pp. 268-276 ◽

Cited By ~ 2

Author(s):

Aida Orgocka ◽

Jasna Jovanovic

Keyword(s):

High School ◽

High School Students ◽

Identity Development ◽

Youth Development ◽

Female Students ◽

Male Students ◽

Opportunity Structure ◽

School Students ◽

Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

Download Full-text

Mobilizing for Some

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000199 ◽

2016 ◽

Vol 28 (3) ◽

pp. 123-135 ◽

Cited By ~ 7

Author(s):

Raffael Heiss ◽

Jörg Matthes

Keyword(s):

High School ◽

Social Media ◽

High School Students ◽

Experimental Design ◽

Collective Efficacy ◽

Political Efficacy ◽

Negative Effects ◽

School Students ◽

Positive Effects ◽

Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

Download Full-text