Gay-Straight Alliances: Understanding Their Impact on the Academic and Social Experiences of Lesbian, Gay, Bisexual, Transgender, and Questioning High School Students

2014 ◽  
Vol 37 (2) ◽  
pp. 71-77 ◽  
Author(s):  
A. McCormick ◽  
K. Schmidt ◽  
E. Clifton
Keyword(s):  
High School ◽  
High School Students ◽  
Social Experiences ◽  
School Students ◽  
Academic And Social Experiences

scholarly journals Transactional Analysis Shows Child Factor Would be Influential Egogram for Late Teenager

2021 ◽  
pp. 7-9
Author(s):  
Yokoyama T ◽  
Hiroshi BANDO
Keyword(s):  
High School ◽  
High School Students ◽  
Social Experiences ◽  
Transactional Analysis ◽  
Japanese People ◽  
School Students ◽  
Entrance Exams ◽  
Free Spirit ◽  
Standard Value ◽  
The University

Background: Transactional Analysis (TA) and egogram have been in focus for medical and educational fields. There has been a reliable personality battery, Tokyo University Egogram (TEG). Recent topic includes TEG new version 3 for clinical introduction. Using TEG ver.3, university students were investigated for their egogram pattern. Subjects & Methods: Subjects were 99 late teenagers. They were given lectures of TEG and their data was analyzed three months after the admission of the university. Results: TEG ver3 presents 33 egogram types which are related to the personality of Japanese people. Among them, there were four higher prevalence of egogram types, which were Free Child (FC) dominant, Adapted Child (AC) dominant, Critical Parent (CP) inferior and Child (C) Dominant. The percentage datum of current study vs previous standard value in each type was 10 vs 6.8%, 26 vs 6.1%, 8 vs 2.1% 9 vs 1.1%, respectively. Discussion & Conclusion: These four types are estimated as free-spirit, dependent, loose and selfishness. Elevated FC and AC would be probably due to the influence of educational and social environment in Japan. Among them, high school students must study hard for entrance exams without meaningful social experiences. Further investigation will be required for TEG.

The Social Experiences of High School Students with Visual Impairments

2017 ◽  
Vol 111 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Glenda Jessup ◽  
Anita C. Bundy ◽  
Alex Broom ◽  
Nicola Hancock
Keyword(s):  
High School ◽  
High School Students ◽  
Common Ground ◽  
Visual Impairments ◽  
Social Experiences ◽  
Future Research ◽  
Internal Variables ◽  
School Students ◽  
The Social ◽  
Fitting In

Introduction This study explores the social experiences in high school of students with visual impairments. Methods Experience sampling methodology was used to examine (a) how socially included students with visual impairments feel, (b) the internal qualities of their activities, and (c) the factors that influence a sense of inclusion. Twelve students, including three with additional disabilities, completed the Psychological Sense of School Membership (PSSM) questionnaire as a measure of inclusion. They were subsequently asked to complete an in-the-moment survey seven times daily for one week using an iOS device. This survey asked about activities and ratings of internal variables: fitting in, acceptance, loneliness, awareness, and enjoyment. Each student was also interviewed. Z-scores were created for internal variables and correlations calculated to examine relationships between experiences, PSSM, and demographic variables. Results This group felt included as measured by the PSSM ( m = 4.24, SD = .67). Students’ most frequent activity was classwork. Doing nothing rated most negatively and was described as time wasting. Out-of-class activities were rated most positively. In the three participants with additional disabilities, it appeared that the presence of this additional disability negatively influenced a sense of inclusion ( rb = -.67, p ≤ .05), fitting in ( rb = -.86, p ≤ .05), enjoyment ( rb = -.65, p ≤ .05), and loneliness ( rb = .88, p ≤ .05). Interviews revealed a lack of common ground between adolescents with both visual impairments and additional disabilities and their peers. Discussion and implications for practitioners These students worked hard to maintain parity with peers and found school more enjoyable if they fit in. It is important to provide discreet and timely access to the curriculum. Friendships require time, common interests, and reciprocity. There may be potential to further explore out-of-class clubs as a means of supporting friendship development. In addition, findings suggest that students with additional disabilities are not likely to feel included. Because this population comprises the majority of visually impaired students, this result has serious implications for practitioners and should be examined in future research.

INFLUENCE OF PEER SOCIAL EXPERIENCES ON POSITIVE AND NEGATIVE INDICATORS OF MENTAL HEALTH AMONG HIGH SCHOOL STUDENTS

2015 ◽  
Vol 52 (5) ◽  
pp. 431-446 ◽  
Author(s):  
Shannon M. Suldo ◽  
Cheryl D. Gelley ◽  
Rachel A. Roth ◽  
Lisa P. Bateman
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Social Experiences ◽  
School Students

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.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
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.

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

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
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.

Mobilizing for Some

2016 ◽  
Vol 28 (3) ◽  
pp. 123-135 ◽  
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.

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