The Impact of a Peer Mediation Program on an Elementary School Environment

1997 ◽  
Vol 22 (1) ◽  
pp. 76-92 ◽  
Author(s):  
Julie Hart ◽  
Mark Gunty
Keyword(s):  
Elementary School ◽  
School Environment ◽  
Peer Mediation ◽  
Mediation Program ◽  
The Impact

scholarly journals Level of Education, Knowledge, Attitude Sellers Meatballs and Borax Used in Meatballs in Lemahputro III Elementary School

2018 ◽  
Vol 9 (2) ◽  
pp. 209
Author(s):  
Erniati Erniati
Keyword(s):  
Elementary School ◽  
Junior High School ◽  
School Environment ◽  
Health Centers ◽  
Test Results ◽  
Level Of Education ◽  
Good Taste ◽  
Laboratory Test Results ◽  
The Impact ◽  
Answering Questions

Meatball is a favorite food of children, because it is a good taste and cheap. Meatballs is not always healthy to consume because of the addition of borax so the texture of meatballs more chewy, more bright and more durable in order not easily rotted. The purpose of this study was to analyze the level of education, knowledge, attitude of meatball sellers and the use of borax on meatballs at Lemahputro III Sidoarjo State Elementary School. Population of research as many as 10 pieces of meatballs and samples taken in total sampling. The result of the research is the level of education of meatballs sellers is still low (not graduated from primary/junior high school) by 50%, knowledge is not good about the meaning, benefi t, and the use of borax on meatballs by 30%. Less attitude when answering questions about the impact of borax use and supporting or not supporting the use of borax on meatballs by 40%. Laboratory test results on positive meatballs contain borax by 30%. Suggestion for schools are to establish cooperation between the school and health centers in the supervision of sellers who sell in the school environment and to admonish, to write a warning, and to give a sanction prohibiting to sell meatball. If the meatball sellers is still using borax then they will be not allowed to sell meatball.

scholarly journals Reducing Levels of Elementary School Violence with Peer Mediation

2007 ◽  
Vol 10 (5) ◽  
pp. 2156759X0701000 ◽  
Author(s):  
Rita Cantrell Schellenberg ◽  
Agatha Parks-Savage ◽  
Mark Rehfuss
Keyword(s):  
Elementary School ◽  
Conflict Resolution ◽  
Longitudinal Data ◽  
School Violence ◽  
Peer Mediation ◽  
Mediation Program ◽  
Mediation Training ◽  
School Suspensions ◽  
Significant Mediator

The effectiveness of an existing peer mediation program in a diverse, suburban elementary school was examined. Peer mediation was available to all students (N = 825). Three-year longitudinal data showed significant reductions in the school's out-of-school suspensions after implementation of the peer mediation program. Mediation training also resulted in significant mediator knowledge gains pertaining to conflict, conflict resolution, and mediation, which was maintained at 3-month follow-up. All mediation sessions (N = 34) were successful in resolving conflict, and mediators as well as participants viewed the peer mediation program as valuable.

scholarly journals The Implementation of Character Education at Ar-Rahmah Integrated Islamic Elementary School of Makassar

Al-Ulum ◽  
2015 ◽  
Vol 15 (2) ◽  
pp. 403
Author(s):  
Syahruddin Syahruddin
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Learning Process ◽  
School Environment ◽  
Control Card ◽  
Whole School ◽  
School Programs ◽  
Extra Curricular Activities ◽  
And Behavior ◽  
The Impact

The implementation of character education as reflected in QS Luqman: 12-19 at the Ar-Rahmah Integrated Islamic Elementary School of Makassar learners is integrated into the whole school programs. Those programs namely: integrated in every subjects, the development of school culture, extra-curricular activities, cooperation with learners� parents, the control card (yaumian card) and means of communication via group in website. The impact of character education on learners� attitude and behavior can be identified from their daily attitude and behavior like being discipline, praying dhuha, praying dhuhur in congregation, keeping the school environment clean, keeping mutual appreciating among their friends, being responsible towards the task assigned by the teachers, maintaining order in the learning process, and asking for permission when they want to get out.

The Impact of School Environment and Grade Level on Student Delinquency: A Multilevel Modeling Approach

2020 ◽  
Author(s):  
Celia C. Lo ◽  
Young S. Kim ◽  
Thomas Allen ◽  
Andrea Allen ◽  
P. Allison Minugh ◽  
...  
Keyword(s):  
Multilevel Modeling ◽  
School Environment ◽  
Grade Level ◽  
Modeling Approach ◽  
The Impact

Pupil with Obsessive-Compulsive Disorder

2017 ◽  
Vol 7 (2) ◽  
pp. 7-25
Author(s):  
Karolina Diallo
Keyword(s):  
Obsessive Compulsive Disorder ◽  
School Performance ◽  
School Environment ◽  
Detrimental Effect ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
The Past ◽  
And Performance ◽  
The Impact

Pupil with Obsessive-Compulsive Disorder. Over the past twenty years childhood OCD has received more attention than any other anxiety disorder that occurs in the childhood. The increasing interest and research in this area have led to increasing number of diagnoses of OCD in children and adolescents, which affects both specialists and teachers. Depending on the severity of symptoms OCD has a detrimental effect upon child's school performance, which can lead almost to the impossibility to concentrate on school and associated duties. This article is devoted to the obsessive-compulsive disorder and its specifics in children, focusing on the impact of this disorder on behaviour, experience and performance of the child in the school environment. It mentions how important is the role of the teacher in whose class the pupil with this diagnosis is and it points out that it is necessary to increase teachers' competence to identify children with OCD symptoms, to take the disease into the account, to adapt the course of teaching and to introduce such measures that could help children reduce the anxiety and maintain (or increase) the school performance within and in accordance with the school regulations and curriculum.

scholarly journals Online art therapy in elementary schools during COVID-19: results from a randomized cluster pilot and feasibility study and impact on mental health

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Catherine Malboeuf-Hurtubise ◽  
Terra Léger-Goodes ◽  
Geneviève A. Mageau ◽  
Geneviève Taylor ◽  
Catherine M. Herba ◽  
...  
Keyword(s):  
Mental Health ◽  
Elementary School ◽  
Art Therapy ◽  
Feasibility Study ◽  
School Children ◽  
Elementary School Children ◽  
Children’S Mental Health ◽  
Children's Mental Health ◽  
Sensitivity Analyses ◽  
The Impact

Abstract Background Emerging literature on the current COVID-19 crisis suggests that children may experience increased anxiety and depression as a result of the pandemic. To prevent such school and mental health-related problems, there is a timely need to develop preventive strategies and interventions to address potential negative impacts of COVID-19 on children’s mental health, especially in school settings. Results from previous child clinical research indicate that art-based therapies, including mindfulness-based art therapy, have shown promise to increase children’s well-being and reduce psychological distress. Objective The goal of the present pilot and feasibility study was to compare the impact of an emotion-based directed drawing intervention and a mandala drawing intervention, on mental health in elementary school children (N = 22), in the context of the COVID-19 pandemic. Both interventions were group-based and delivered online and remotely. A pilot study using a randomized cluster design was implemented to evaluate and compare both interventions in relation to child anxiety, depression, inattention and hyperactivity symptoms. Results Analyses of covariance revealed a significant effect of the type of drawing intervention on levels of inattention, after controlling for baseline levels. Participants in the emotion-based directed drawing group showed lower inattention scores at post-test, when compared to participants in the mandala group. Post-hoc sensitivity analyses showed significant decreases in pre-to-post scores for levels of hyperactivity for the complete sample. Conclusion Overall, results from this pilot and feasibility study showed that both an emotion-based directed drawing intervention and a mandala drawing intervention may be beneficial to improve mental health in elementary school children, in the context of the current COVID-19 pandemic. From a feasibility standpoint, results indicate that the implementation of both interventions online and remotely, through a videoconference platform, is feasible and adequate in school-based settings. Further work incorporating larger sample sizes, longitudinal data and ensuring sufficient statistical power is warranted to evaluate the long-term impact of both interventions on children’s mental health.

scholarly journals Differences between Chinese Adolescent Immigrants and Adolescent Non-Immigrants in Hong Kong: Perceived Psychosocial Attributes, School Environment and Characteristics of Hong Kong Adolescents

2021 ◽  
Vol 18 (7) ◽  
pp. 3739
Author(s):  
Hechao Jiang ◽  
Daniel T. L. Shek ◽  
Moon Y. M. Law
Keyword(s):  
Hong Kong ◽  
Psychosocial Development ◽  
School Environment ◽  
Social Trust ◽  
Moral Character ◽  
Mainland Chinese ◽  
Adolescent Immigrants ◽  
Chinese Adolescent ◽  
Hong Kong Adolescents ◽  
The Impact

Although the impact of immigration on adolescent developmental outcomes has received extensive scholarly attention, the impact of internal migration, particularly in the Chinese context, on adolescents’ psychosocial development has not been scientifically investigated. This study examined whether mainland Chinese adolescent immigrants (N = 590) and adolescent non-immigrants (n = 1798) differed on: (a) psychosocial attributes indexed by character traits, well-being, social behavior, and views on child development, (b) perceived school environment, and (c) perceptions of characteristics of Hong Kong adolescents. Consistent with the healthy migration hypothesis, Hong Kong adolescents and mainland Chinese adolescent immigrants did not differ on most of the outcomes; Chinese adolescent immigrants showed higher perceived moral character, empathy, and social trust than did Hong Kong adolescent non-immigrants. Chinese adolescent immigrants also showed more favorable perceptions of the school environment and moral character, social trust and social responsibility of adolescents in Hong Kong. This pioneer Chinese study provides support for the healthy immigration hypothesis (immigration paradox hypothesis) but not the immigration morbidity hypothesis within the specific sociocultural context of Hong Kong in China.

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