A Novel Visual-Privacy Themed Experiential- Learning Tool for Human-Privacy & Societal-Security Awareness in Middle-School and High-School Youth

2019 ◽  
Author(s):  
Ankur Chattopadhyay ◽  
David Christian ◽  
Aaron Oeder ◽  
Ibrahim Budul
Keyword(s):  
High School ◽  
Middle School ◽  
Experiential Learning ◽  
Security Awareness ◽  
Learning Tool ◽  
Visual Privacy ◽  
School Youth

Violence Typologies Among Youth: A Latent Class Analysis of Middle and High School Youth

2020 ◽  
pp. 088626052092236
Author(s):  
Laura Siller ◽  
Katie M. Edwards ◽  
Victoria Banyard
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
Sexual Assault ◽  
Interpersonal Violence ◽  
Age Group ◽  
School Students ◽  
School Sample ◽  
School Youth

Research documents high rates of interpersonal violence (e.g., bullying, dating violence, sexual assault) among middle and high school youth, during which time dating and sexual relationships are emerging. Most research to date focuses on one type of violence at a time or examines the co-occurrence of violence within an age group. This study examined interpersonal violence victimization and perpetration (IVVP) within the context of middle and high school with data from 738 middle school students and 1,311 high school students. Results show distinct classes, or groups, of IVVP among middle and high school students. Three classes emerged for the middle school sample and included a normative class (66.8%; n = 493), a victim of bullying class (28.1%; n = 207), and a mixed/poly-victim class (5.2%; n = 38). Five classes emerged for the high school sample and included a normative class (66.7%; n = 975), a victim of bullying class (18.1%; n = 237), a homophobic bully–victim class (11.0%; n = 144), a poly-victim class (3.1%; n = 40), and a sexual assault perpetrator class (1.1%; n = 15). Demographic and adjustment indicators differentiated many of the classes in each age group. The findings illustrate that there are distinct differences between middle and high school student’s exposure to and perpetration of violence. Middle school students may be best served by programs that address victimization experiences while high school may be a developmental moment to introduce sexual assault prevention programs.

Partnerships for Progress

1991 ◽  
Vol 5 (2) ◽  
pp. 79-86
Author(s):  
Donald W. Robinson ◽  
Charles R. Granger ◽  
Barbara T. Holt ◽  
Doris A. Trojcak ◽  
Rickey George
Keyword(s):  
High School ◽  
Middle School ◽  
High Schools ◽  
School District ◽  
Future Development ◽  
Lessons Learned ◽  
University Of Missouri ◽  
The University ◽  
Programme Element ◽  
School Youth

The University of Missouri–St Louis Partnerships for Progress, Project Compete partnership programme was initiated in 1986 between the University and the St Louis School District, stimulated by a large grant from one major St Louis-based international corporation. Initially, the project involved only one major programme element, known as the ‘Bridge’ programme, which operated in two St Louis city high schools (grades 9–12). A second programme for high-school youth – the Engelmann Institute – was added in 1987, and a third programme, Access to Success, was added in 1988 to extend the programme to the middle school (grades 6–8). Each programme is discussed in this article, as are the lessons learned from Project Compete and its potential for future development.

scholarly journals Concussion disclosure in middle and high school youth: Who gets the message and are they trained to receive it?

2020 ◽  
Vol 4 ◽  
pp. 205970022092449
Author(s):  
Alissa Wicklund ◽  
J Douglas Coatsworth
Keyword(s):  
High School ◽  
Middle School ◽  
Online Survey ◽  
Peer Group ◽  
School Personnel ◽  
School Level ◽  
Middle School Youth ◽  
Proper Diagnosis ◽  
School Youth ◽  
Concussion Education

Background Disclosure of concussion is vital for proper diagnosis and treatment. Youth have many stakeholders to whom they may disclose concussion, including parents, peers, coaches, and school personnel. We examined whom high school and middle school youth report concussion and the level of concussion education of the recipients of the disclosure. Methods Data were analyzed from 2362 students, 680 parents, and 150 school personnel who completed an online survey about concussion reporting, education, and training. Results Youth were most likely to disclose concussions to parents, particularly mothers, and their peer group. Middle school youth reported to teachers and school nurses at higher rates than high school youth. High school youth were more likely to disclose concussion to coaches and athletic trainers than middle school youth. While mothers were the most likely recipient of youths’ reporting, they were least likely to have received concussion education. Conclusions Recipients of youth concussion disclosure differs by school level. Parents are the most common recipients of disclosure. The role of school personnel and coaches changes as youth enter high school. Youth primarily report concussions to parents, yet parents receive the least amount of concussion training. These findings highlight the need for targeted concussion training for stakeholder groups as their role in disclosure may differ by school age.

Sport participation during adolescence and suicide ideation and attempts

2011 ◽  
Vol 23 (1) ◽  
Author(s):  
Lindsay A. Taliaferro ◽  
Marla E. Eisenberg ◽  
Karen E. Johnson ◽  
Toben F. Nelson ◽  
Dianne Neumark-Sztainer
Keyword(s):  
High School ◽  
Middle School ◽  
Sport Participation ◽  
Suicide Ideation ◽  
Population Based ◽  
Future Research ◽  
Cross Sectional ◽  
Population Based Study ◽  
Mental Health Benefits ◽  
School Youth

Abstract Background: Most research regarding sport participation and suicide risk found protective relationships. However, all studies in this area were based on cross-sectional designs. Objective: To fill a gap in research by exploring associations between sport involvement and suicide ideation and attempts (suicidality) based on a 5-year longitudinal, population-based study. Study group: Participants (n=739) completed surveys in middle school and high school. Methods: Logistic regression analysis compared suicidality during high school across four groups: youth who participated in sport in both middle and high school, youth who participated only in middle school or only in high school, and youth who did not participate in sport during adolescence. Results: Compared to non-participants, youth involved in sport in both middle and high school had lower odds of suicidal ideation during high school. Youth who discontinued sport after middle school had higher odds of attempting suicide during high school than non-participants. Conclusions: Remaining involved in sport throughout adolescence can offer mental health benefits. Future research should identify mechanisms that account for protective relationships between involvement in sport throughout adolescence and suicidality, and identify factors that explain deleterious relationships for youth who discontinue sport early in adolescence.

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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