Resilience-based intervention for youth: An initial investigation of school social work program in Kuwait

2021 ◽  
pp. 002087282110187
Author(s):  
Malak Al-Rasheed
Keyword(s):  
High School Students ◽  
Social Work ◽  
Preliminary Investigation ◽  
Future Research ◽  
School Students ◽  
School Based ◽  
High Satisfaction ◽  
The Social ◽  
Significant Positive Change ◽  
Social Work Program

This article describes the preliminary investigation of the initial feasibility of the ‘ Fostering Youth Resilience Project’, a universal school-based program delivered by school social workers to 54 high school students in Kuwait. Results reported significant positive change and high satisfaction with the program. The study provided initial evidence support to the applicability of the program for youth in a non-Western culture. Future research needs to evaluate the effect of the program in larger groups, using controlled trials and longer term follow ups. Discussion of limitations and practical implications for the social work profession are presented.

School-Based Interventions for Primary Prevention of Cardiovascular Disease: Evidence of Effects for Minority Populations

2000 ◽  
Vol 18 (1) ◽  
pp. 219-244 ◽  
Author(s):  
JANET C. MEININGER
Keyword(s):  
High School Students ◽  
Primary Prevention ◽  
The United States ◽  
Future Research ◽  
Minority Populations ◽  
School Students ◽  
Research Directions ◽  
School Based ◽  
Future Research Directions ◽  
School Based Interventions

The purposes of this review were to analyze and evaluate the results of school-based studies that have used population-wide approaches for primary prevention of cardiovascular diseases and to assess the extent to which strategies tested to date have been effective for minority populations in the United States. The literature included in the review was restricted to studies published between 1986 and August 1999; they sampled elementary, middle, or high school students and incorporated a control or comparison group. There were no consistent effects of school-based interventions on blood pressure, lipid profiles, or measures of body mass and obesity. There was evidence that changes in knowledge and health behaviors occurred. Findings are interpreted within the context of population-wide approaches to prevention, and recommendations for future research directions are discussed.

scholarly journals “I Expect It to Be Great . . . but Will It Be?” An Investigation of Outcomes, Processes, and Mediators of a School-Based Mentoring Program

2017 ◽  
Vol 51 (7) ◽  
pp. 934-960 ◽  
Author(s):  
Dávid Laco ◽  
Wendy Johnson
Keyword(s):  
High School Students ◽  
School Engagement ◽  
Future Research ◽  
Mentoring Program ◽  
Negative Effects ◽  
School Students ◽  
Personal Benefit ◽  
School Based ◽  
Quantitative Studies ◽  
School Based Mentoring

Despite their growing popularity, quantitative studies of school-based mentoring (SBM) programs for youth have showed considerable variation in mentoring benefits, including negative effects of mentoring. We investigated the initial 3 months of one school’s SBM program, delivered by teachers and compulsory for all first- and second-year high school students ( N = 103). Students who reported higher quality of mentoring environment (QME) tended to report greater school engagement. No such association was found for grades. In addition, higher QME was associated with greater perceived benefits of discussing personal themes but not of academic themes. Evidence of personal benefit, but absence of evidence for academic benefit, was consistent with reported effects in other SBM programs. Protégé expectations, but not gender or initial school engagement, were associated with QME, suggesting self-fulfilling prophecy as a mediator of effects. We discuss the implications of this for managing SBM programs and future research.

scholarly journals Strategies for Better Learning of English Grammar: Chinese vs. Thais

2018 ◽  
Vol 11 (3) ◽  
pp. 24
Author(s):  
Patnarin Supakorn ◽  
Min Feng ◽  
Wanida Limmun
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
High Achievers ◽  
Future Research ◽  
School Students ◽  
Grammar Learning ◽  
National Differences ◽  
The Social ◽  
Thai Students

The success of language learning significantly depends on multiple sets of complex factors; among these are language-learning strategies of which learners in different countries may show different preferences. Needed areas of language learning strategy research include, among others, the strategy of grammar learning and the context-based approach to learning strategies. To fill in these gaps, this study aimed at finding the grammar learning strategies adopted by high school students as well as exploring the national differences between Chinese and Thai students. The results showed that in general the strategies significantly taken up by the high achievers in the grammar test included the metacognitive, the memory, the social and the cognitive. In terms of the national differences, the strategies that characterized the Thai students were the social and the affective. Regarding the Chinese, even though they generally applied all strategy categories at lower frequencies, they were found to prefer different sub-strategies in the following three categories: memory (revision and space reliance), cognitive (note taking) and metacognitive (lesson preview). The findings lead to implications for learners of grammar, interesting future research in grammar strategies and culturally responsive grammar teaching.

Building Bridges

2017 ◽  
Vol 51 (8) ◽  
pp. 1104-1126 ◽  
Author(s):  
Mariah Elsa Kornbluh
Keyword(s):  
High School Students ◽  
Perspective Taking ◽  
Social Networking Sites ◽  
Future Research ◽  
Participatory Action ◽  
School Students ◽  
Youth Civic Engagement ◽  
School Based ◽  
Diverse Groups ◽  
Method Approach

The exploration of social networking sites (SNS) offers great potential for understanding novel forms of youth civic engagement within the 21st century. SNS can foster a young person’s social capital by connecting them to others with different backgrounds, thereby exposing them to alternative perspectives and lived experiences within a growingly polarized political environment. This study provides an innovative framework for examining the communication trends and perceived sociopolitical benefits for adolescents engaging diverse groups in a youth-led social-justice-oriented SNS. The author linked three school-based youth participatory action research projects involving 54 high school students through an SNS. Employing a mixed-method approach (i.e., social network analysis, key student interviews), results indicate an increase in communication between students in different schools and an increase in levels of civic participation. In addition, interviewees reported perceived gains in communication, perspective taking, and sociopolitical awareness. Implications for practitioners, as well as future research, are discussed.

scholarly journals Chinese and English Reviews of a Story about Teenagers’ Struggles

2020 ◽  
Vol 2 (3) ◽  
pp. 365-387
Author(s):  
Shenglan TAN ◽  
Haiqing HE ◽  
Liu JIANG ◽  
Xu ZHAO ◽  
Robert L. SELMAN
Keyword(s):  
High School Students ◽  
Social Problem ◽  
Middle School Student ◽  
First Year ◽  
School Students ◽  
School Based ◽  
The Social ◽  
On Line ◽  
English Speaking ◽  
Chinese And English

Abstract Wonder, a fictional story told both in print (2/2012) and movie (11/2017) formats, depicts a middle-school student, Auggie, who struggles with social exclusion and being the target of school based relational bullying due to his genetically based facial deformity. Internationally popular, abundant everyday reviews by non-professional commenter are easily accessible on-line, e.g., on Douban (Chinese) and Common-Sense Media (English). Access to these comments enables the investigation of what perspectives (knowledge and understanding, beliefs and opinions, etc.) reviewers draw upon in sharing their thoughts about the protagonist’s struggles. In this study we undertook two analyses. In analysis 1, we asked, how do Chinese -/English -speaking reviewers comment on Auggie’s struggles to be accepted by his peers at school, both the causes of his social problem and the ways Auggie dealt (or might deal) with his situation. In analysis 2, we explored comments that reviewers made about Auggie’s only sibling, his elder sister, Via, a first-year high school students who, in the story, struggles to find a balance between meeting her own need for her parents’ love and attention, and fulfilling her familial role and obligations, given Auggie’s special needs. Based on data from open-source “every day” books/movies review websites, we compared, culturally, the perspectives on the story expressed by Chinese and English commenters through emic (both thematic and discursive) exploratory analyses. Analysis 1 suggests that comparatively, Chinese-speaking reviewers tend to more often focus on the value of solving the problem, and in doing so, articulating the corresponding ways a victim of bullying or neglect can be or become both strong and interdependent, whereas English-speaking reviewers more often tend to emphasize exploring and understanding the causes of the relational problems and tend to suggest independence-oriented ways of solving the social problem by changing the actions of others. Analysis 2 suggests differences across Chinese- and English-speaking reviewers in perceptions of and judgements about the fundamental “culture based” determinants and ways for Via to deal with her relational struggle within the family.

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.

Development and Validation of the Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale

2016 ◽  
Vol 42 (3) ◽  
pp. 186-192 ◽  
Author(s):  
Nathaniel P. von der Embse ◽  
Stephanie Iaccarino ◽  
Ariel Mankin ◽  
Stephen P. Kilgus ◽  
Eran Magen
Keyword(s):  
Mental Health ◽  
Rating Scale ◽  
Teacher Rating ◽  
Emotional Behavior ◽  
Student Rating ◽  
Future Research ◽  
School Students ◽  
School Based ◽  
The Social ◽  
Psychometric Evidence

School systems are the primary providers for the increasing number of children with mental health needs. School-based universal screening offers a valuable way to identify children that would benefit from school-based mental health services. However, many existing screening systems rely on teacher ratings alone and do not incorporate student self-ratings. The current study evaluates the psychometric properties of the Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale (SAEBRS-SRS), a new 20-item multidimensional universal screener intended to provide assessment data on students’ social, academic, and emotional functioning. The SAEBRS-SRS complements the SAEBRS Teacher Rating Scale (TRS), which has previously demonstrated robust psychometric evidence. In the current study, data were collected from a racially and ethnically diverse sample of middle school students. Confirmatory factor analyses supported a bifactor structure consistent with the SAEBRS-TRS, with items corresponding to internally consistent Social, Academic, and Emotional Behaviors subscales, as well as an overall Total Behavior scale. The current analyses yield promising initial support for the development of the SAEBRS-SRS. Implications and the need for future research to provide additional psychometric evidence are discussed.

scholarly journals Can The Social Mission Model Improve the Students’ Interest?

2020 ◽  
Vol 8 (1) ◽  
pp. 54-65
Author(s):  
Mar'atus Sholikah ◽  
Sutirman Sutirman ◽  
Febrika Yogie Hermanto
Keyword(s):  
High School Students ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Future Research ◽  
Learning Models ◽  
School Students ◽  
Social Mission ◽  
The Social

This study aims to determine the effectiveness of entrepreneurship learning models based on social missions to advance entrepreneurial interest in vocational high school students. Experimental research use as a method, with 72 students participating in Class XII of SMK Negeri 1 Kudus. Data collection using questionnaires and learning outcomes. Data analysis using ANOVA and Scheffe test. The results showed that student learning outcomes with social mission learning models and conventional learning models have differences, where the social mission learning model is more useful to improve student learning outcomes and entrepreneurial interest. More than that, the social mission-based entrepreneurship learning model is needed in the curriculum. Entrepreneurship training through social mission will prepare students to become entrepreneurs, in addition to being more concerned about the environment and society. Future research needs to focus more on studying entrepreneurship learning curricula in vocational high schools.  

GPS for Success: A Practitioner-Based Study With High School Students

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110504
Author(s):  
Allison Spargo ◽  
Patrick Mullen ◽  
Daniel Gutierrez ◽  
Jennifer Kramer
Keyword(s):  
High School ◽  
Substance Use ◽  
High School Students ◽  
Future Research ◽  
Substance Use Prevention ◽  
School Students ◽  
Prevention Services ◽  
Goal Clarity ◽  
School Based ◽  
Future School

We describe the conceptual framework and practitioner-based study outcomes of a school-based substance use prevention intervention focused on strengthening student commitment to their personal vision. This study found increases related to goal clarity and identification of a mentor following the intervention. We suggest implications for future school-based substance use prevention services and future research to evaluate the program.

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