scholarly journals Defending or Remaining Passive as a Bystander of School Bullying in Sweden: The Role of Moral Disengagement and Antibullying Class Norms

2021 ◽  
pp. 088626052110374
Author(s):  
Robert Thornberg ◽  
Tiziana Pozzoli ◽  
Gianluca Gini
Keyword(s):  
Moral Disengagement ◽  
School Bullying ◽  
The Other ◽  
Self Report ◽  
School Age Children ◽  
School Age ◽  
Educational Strategies ◽  
Individual Level ◽  
Class Level

The overall aim of the present study was to examine whether moral disengagement and perceptions of antibullying class norms at individual level and at class level were associated with defending and passive bystanding in school bullying among school-age children. More specifically, we investigated the extent to which moral disengagement would contribute to explain defending and passive bystanding, after controlling for sex and perceptions of antibullying class norms at individual level and at class level. A total of 789 Swedish students (aged 10-14) from 40 middle school classes filled out a self-report survey. The findings revealed that girls and students who were less prone to morally disengage, and who perceived that their classmates endorsed more antibullying norms, were more likely to defend victimized peers. Students who were more inclined to morally disengage and perceive that classmates do not condemn bullying were more likely to act as passive bystanders. In addition, classes with higher levels of antibullying class norms were more likely to show higher rates of defending and lower rates of passive bystanding compared to the other classes. The findings suggest that schools and teachers need to develop educational strategies, methods, and efforts designed to make students aware of moral disengagement and to reduce their likelihood of morally disengaging in bullying situations. The present findings also point to the importance of teachers establishing class rules against bullying together with the students.

Role of a nurse in the rehabilitation of children using ReviMotion hardware and software complex

2020 ◽  
pp. 49-56
Author(s):  
T. Shirshova
Keyword(s):  
Central Nervous System ◽  
Nervous System ◽  
School Age Children ◽  
Equipment Management ◽  
School Age ◽  
Rehabilitation Process ◽  
Software Complex ◽  
Trained Personnel ◽  
The Central Nervous System

Disorders of the musculoskeletal system in school-age children occupy 1-2 places in the structure of functional abnormalities. Cognitive impairment without organic damage to the central nervous system is detected in 30-56% of healthy school children. Along with the increase in the incidence rate, the demand for rehabilitation systems, which allow patients to return to normal life as soon as possible and maintain the motivation for the rehabilitation process, is also growing. Adaptation of rehabilitation techniques, ease of equipment management, availability of specially trained personnel and availability of technical support for complexes becomes important.

Hyperkinesis: A Review of Literature

1989 ◽  
Vol 6 (4) ◽  
pp. 313-327 ◽  
Author(s):  
Michael W. Churton
Keyword(s):  
Learning Disabilities ◽  
Motor Learning ◽  
Motor Activity ◽  
School Age Children ◽  
School Age ◽  
Psychomotor Skills ◽  
Review Of Literature ◽  
Educational Strategies ◽  
Learning And Development ◽  
Attentional Deficit

The review of literature focuses upon a disorder that affects between 2 and 25% of school-age children. Commonly referred to as hyperkinesis, the disorder lacks definitive consensus on nomenclature, etiology, treatment, and symptomatology. The divergence in identifying hyperkinesis as a homogeneous disorder has prevented the development of data based educational strategies. The disorder is often associated with learning disabilities, and research in hyperkinesis or attentional deficit disorder relative to psychomotor skills and learning has been limited. Subsequently, motor activity programs have not had the resources to address the motor needs of these children. This paper reviews the divergency in the literature on hyperkinesis and offers research considerations in the area of motor learning and development for these children.

scholarly journals Association between spectator and other roles in school bullying

2016 ◽  
Vol 26 (3) ◽  
pp. 352
Author(s):  
Marcela Almeida Zequinão ◽  
Pâmella De Medeiros ◽  
Beatriz Pereira ◽  
Fernando Luiz Cardoso
Keyword(s):  
Public Schools ◽  
Negative Reinforcement ◽  
Strong Association ◽  
School Bullying ◽  
The Other ◽  
Seventh Grade ◽  
Santa Catarina ◽  
The Third ◽  
Aggressive Behaviours

Introduction: The school bullying is characterized by repetitiveness of aggression and the intentionality to injure or cause suffering to others. The bystanders to this phenomenon tend to be mainly responsible for the course that bullying will take and its results. Objective: To analyse the association between the role of bystander with the other possible roles played in bullying. Method: A total of 409 children from the third to seventh grade participated in this study, with an average age of 11 years (SD = 1.61), enrolled in two municipal public schools in Florianópolis, Santa Catarina, Brazil. The instruments used were: one of the scales of the Questionnaire for the Study of Violence Among Peers, to identify bystanders, and the Olweus Questionnaire, to describe the possible roles played in school bullying. Results: It was found that most of the participants assumed the role of bystander in school bullying. However, an association was found with regard to gender and being a bystander. Also, strong association was found between being a bystander and the other roles played in bullying, primarily in relation to the bullies. Conclusion: These results reinforce the importance of bystanders in these aggressions, not only because they represent most of the participants, but mainly because of the positive or negative reinforcement they can offer in these aggressive behaviours. Therefore, the incentive and the encouragement of these students to denounce the aggressors, as well as defending the victims is essential to reduce school bullying.

scholarly journals On the relative role of different age groups during influenza A epidemics in Germany, 2002-2017

2017 ◽  
Author(s):  
Edward Goldstein
Keyword(s):  
Influenza A ◽  
Communicable Disease ◽  
Age Groups ◽  
School Age Children ◽  
Relative Role ◽  
School Age ◽  
Limited Information ◽  
School Students ◽  
Using Data

AbstractBackgroundThere is limited information about the role of different age groups, particularly subgroups of school-age children and younger adults in propagating influenza epidemics.MethodsFor a communicable disease outbreak, some subpopulations may play a disproportionate role during the ascent of the outbreak due to increased susceptibility and/or contact rates. Such subpopulations can be identified by considering the proportion that cases in a subpopulation represent among all cases in the population occurring before the epidemic peak (Bp), the corresponding proportion after the epidemic peak (Ap), to calculate the relative risk for a subpopulation, RR=Bp/Ap. We estimated RR for several age groups using data on reported influenza A cases in Germany between 2002-2017.ResultsChildren aged 14-17y had the highest RR estimates for 7 out of 15 influenza A epidemics in the data, including the 2009 pandemic, and the large 2016/17, 2008/09, and 2006/07 seasons. Children aged 10-13y had the highest RR estimates during 3 epidemics, including the large 2014/15 and 2004/05 seasons. Children aged 6-9y had the highest RR estimates during two epidemics, including the large 2012/13 season. Children aged 2-5y had the highest RR estimate during the moderate 2015/16 season; adults aged 18-24y had the highest RR estimate during the small 2005/06 season; adults aged 25-34y had the highest RR estimate during the large, 2002/03 season.ConclusionsOur results support the prominent role of all school-age children, particularly the oldest ones, in propagating influenza epidemics in the community. We note that national vaccination coverage levels among older school-age children were lower than among younger school-age children during the recent influenza seasons in the US, and influenza vaccination program in England has not been phased in yet for secondary school students.

scholarly journals The Influence of School Loose-Tight Culture on Bullying of Middle School Students: The Mediating Role of Collective Moral Disengagement and Collective Efficacy

2021 ◽  
Vol 9 (2) ◽  
pp. 1263-1272
Author(s):  
Yirui Song ◽  
Lei Wang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Collective Efficacy ◽  
Moral Disengagement ◽  
School Bullying ◽  
School Students ◽  
Mediating Role ◽  
Middle School Bullying ◽  
The Relationship

To explore the relationship and mechanism of school loose-tight culture to middle school bullying, a total of 808 students were selected from three middle schools in Dehong Prefecture, Yunnan Province of China, to conduct a questionnaire survey. The study used the school loose-tight culture scale, the collective moral disengagement scale, the collective efficacy scale, and the bullying scale for middle school students. The results showed that (i) school loose-tight culture significantly predicted the occurrence of school bullying; (ii) school loose-tight culture was significantly negatively correlated with collective moral disengagement and school bullying but positively correlated with collective efficacy. Further, collective moral disengagement was significantly positively correlated with school bullying, but collective efficacy was significantly negatively correlated with school bullying; (iii) school loose-tight culture inhibited school bullying through the dual mediating effects of collective moral disengagement and collective efficacy at the same time.

Mental State Language Use in Children with Down Syndrome and the Role of Caregivers

2021 ◽  
Vol 42 (04) ◽  
pp. 318-329
Author(s):  
Marie Moore Channell ◽  
Rebekah Bosley
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Mental State ◽  
Social Communication ◽  
School Age Children ◽  
School Age ◽  
Children With Down Syndrome ◽  
Mental State Language ◽  
State Language

AbstractChildren with Down syndrome (DS) have both strengths and difficulties in speech, language, and social communication. Mental state language—the ability to discuss others' perspectives such as their thoughts, feelings, and intentions—represents a foundational social communicative skill that is delayed in many children with DS, even into the school-age years. The purpose of this article is to review the evidence base on mental state language development in school-age children with DS, focusing in particular on assessment and intervention. We discuss assessment procedures that are both age appropriate and developmentally appropriate for this population. We also present preliminary data highlighting the role of caregivers in supporting mental state language development in school-age children with DS through shared storytelling. We propose that interventions aimed at supporting mental state language development in DS should include a focus on caregiver–child shared storybook reading, even in the school-age years. Therefore, we discuss key considerations for clinicians when teaching caregivers strategies for supporting mental state language and social communication in children with DS.

Leadership Role of Adult Education Departments in the Practice of Adult Education in Nigeria

2015 ◽  
pp. 23-50
Author(s):  
Idowu Biao
Keyword(s):  
Adult Education ◽  
Formal Education ◽  
Leadership Role ◽  
School Age Children ◽  
School Age ◽  
Girl Child ◽  
University Departments ◽  
Academic Personnel

This chapter briefly describes the challenges faced by the Nigerian education system as from 1983 after it had performed well between 1960 and 1980. It follows this description with the discussion of the innovative and ingenious educational devise that kept about one third of the number of school age children and youths in school between 1990 and the early part of the 21st century. That innovative educational sub-system was known as non-formal education for the Girl-Child, the out-of-school boy and Quranic school learners and it was developed, nurtured and implemented by academic personnel drawn from the eight existing university departments of adult education in Nigeria at the time. The chapter finally discusses how these departments of adult education worked for the establishment of national structures of adult education which ultimately came to promote both the visibility and popularisation of the modern practice of adult education in Nigeria from the 1980s.

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