Anger Assessment In Rural High School Students

2003 ◽  
Vol 19 (1) ◽  
pp. 30-40 ◽  
Author(s):  
Jacqueline M. Lamb ◽  
Kathryn R. Puskar ◽  
Susan Sereika ◽  
Kathy Patterson ◽  
Judith A. Kaufmann
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Cognitive Processing ◽  
Anger Expression ◽  
Trait Anger ◽  
Future Research ◽  
School Students ◽  
Rural High School ◽  
American Society

Anger and aggression in school children are a major concern in American society today. Students with high anger levels and poor cognitive processing skills are at risk for poor relationships, underachievement in school, and health problems. This article describes characteristics of children who are at risk for high anger levels and aggression as well as those who are able to modulate their anger. Results of a survey are reported which describe levels of anger in 624 rural high school students. This sample reported lower levels of anger, compared to the normative group. Differences among the sample include higher internal anger expression in girls, higher trait anger in boys ages 15–16, and higher trait anger in girls ages 16–17. Recommendations are made for future research and specific steps that school nurses can take.

scholarly journals Building Bridges and Borders with Deficit Thinking

2019 ◽  
Vol 44 (2) ◽  
Author(s):  
Jill Koyama ◽  
Suzanne Desjardin
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Future Research ◽  
Deficit Thinking ◽  
School Students ◽  
Bridge Program ◽  
College Going ◽  
The Us ◽  
High School To College

Abstract: In this paper, we look at a high school to college transition program intended to prepare Latinx youth living in Arizona, a southwestern US border state, to negotiate, if not cross, borders, including those associated with accessing college. Purposefully, we problematize the at-risk discourses that reify the nature of these border landscapes within neoliberal framings aimed at explaining educational patterns of Latinxs and that infuse the college bridge program we examine. We demonstrate that while the program provides social and cultural capital, as well as additional temporary academic supports that high school students need to navigate college-going processes, it is also embedded with deficit perspectives that frame Latinxs as at-risk because of their culture, ethnicity, and language, or conversely, disregard their heritage entirely. Finally, we offer recommendations for future research of bridge and transition programs. We argue for turning examinations upside down to resituate and reconsider, and potentially dismantle, the enactments of at-risk deficit thinking, which still undergird many programs aimed at mediating borders experienced by Latinxs in the US.

scholarly journals Association between anger management and cigarette consumption in adolescents

2016 ◽  
Vol 64 (3) ◽  
pp. 435
Author(s):  
Zuleima Cogollo-Milanés ◽  
Edna Margarita Gómez-Bustamante
Keyword(s):  
High School ◽  
High School Students ◽  
Cigarette Smoking ◽  
Anger Management ◽  
Anger Expression ◽  
Trait Anger ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
Adolescent Students

Introduction: Cigarette smoking in adolescents is associated with a set of variables such as sex, age, anxiety disorders, depression and secondhand smoke (parents, siblings and friends). However, the association between anger management and smoking among adolescent students has been poorly studied in Colombia.Objective: To quantify the association between anger management in high school students in Cartagena, Colombia.Materials and methods: A cross-sectional survey designed for adolescent students of sixth and seventh grade in high school. Anger management was quantified through a seven-item version of the Spielberger’s Inventory for State-Trait Anger Expression (Cronbach’s alpha: 0.73) and through the input of the participants who have smoked at least once.Results: A total of 1 090 students between ages 10 to 18 (µ=12.3, σ=1.1), attending sixth and seventh grades, took part in the study; 565 (52.1%) were female. A group of 269 students (24.7%) reported low anger control, and 127 (11.7%) stated they had smoked at least once. After age and sex adjustment, the association between anger and smoking was not statistically significant (OR=1.35; 95%CI: 0.89-2.04).Conclusions: Anger management is a variable independent from cigarette smoking among teenager students.

Understanding Associations Between Exposure to Violent Pornography and Teen Dating Violence Among Female Sexual Minority High School Students

2021 ◽  
pp. 088626052110283
Author(s):  
Cara Herbitter ◽  
Alyssa L. Norris ◽  
Kimberly M. Nelson ◽  
Lindsay M. Orchowski
Keyword(s):  
High School ◽  
High School Students ◽  
Dating Violence ◽  
Sexual Minority ◽  
Teen Dating Violence ◽  
Baseline Survey ◽  
Future Research ◽  
School Students ◽  
Minority Adolescents ◽  
Teen Dating

Previous research indicates that teen dating violence (TDV) is more common among sexual minority than heterosexual adolescents, with approximately half of female sexual minority adolescents (SMA) endorsing TDV victimization in the last year. In samples of adolescents without regard to sexual orientation, exposure to violent pornography is associated with TDV, but this relationship has not been assessed in female SMA. The current study sample consisted of 10th-grade high school students aged 14–17 who identified as cisgender females ( N = 1,276). Data were collected from a baseline survey prior to the delivery of a sexual assault prevention intervention. Female SMA had 2.54 times the odds (95%CI [1.75, 3.69]) of being exposed to violent pornography and 2.53 times the odds (95%CI [1.72, 3.70)]) of TDV exposure compared to heterosexual girls. Exposure to violent pornography was not associated with involvement in TDV among female SMA, controlling for episodic heavy drinking ( aOR = 2.25, 95%CI [0.88,6.22]). Given the relatively higher rates of violent pornography and TDV exposure among female SMA compared to heterosexual girls, it is critical that sex education curricula address these experiences and meet the needs of adolescents of all sexual orientations. Future research can assess how these TDV interventions might be tailored for female SMA. Although we did not find that exposure to violent pornography was associated with TDV among female SMA, these investigations should be replicated with larger data sets, given that the association between exposure to violent pornography and engagement in TDV was in the expected direction.

Feasibility and Acceptability of Classroom-Based Interventions for Students With Emotional/Behavioral Challenges at the High School Level

2016 ◽  
Vol 19 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Talida M. State ◽  
Judith R. Harrison ◽  
Lee Kern ◽  
Timothy J. Lewis
Keyword(s):  
High School ◽  
High School Students ◽  
Study Skills ◽  
School Level ◽  
Future Research ◽  
Individual Student ◽  
High School Level ◽  
School Students ◽  
Behavioral Challenges ◽  
Organizational Skills

Little is known about the feasibility and acceptability of interventions designed to address the needs of high school students with emotional and behavioral challenges and adopted by their teachers. In this study, 336 general and special education teachers rated classwide interventions (e.g., expectations, routines, positive student–teacher interactions [PSTI]) and individual student interventions (e.g., study skills, organizational skills) in terms of priority, feasibility, and acceptability before implementation. Teachers who implemented the interventions rated their acceptability post-implementation. Results indicated that acceptability ratings varied across interventions, and it appeared that teachers rated interventions that required the least amount of time to implement (e.g., PSTI) most acceptable and those that required the most time for implementation (e.g., study skills) least acceptable. Lack of time, perceived lack of effectiveness, and poor environmental fit were often cited as reasons for lack of feasibility. Regression analyses revealed that teacher characteristics (e.g., years of experience) and type of intervention (e.g., classwide vs. individualized) contributed to teacher ratings of intervention acceptability. Implications for future research and practice are discussed.

scholarly journals The The perceptions of Senior High School students and teachers about organic chemistry: A Ghanaian perspective

2021 ◽  
Vol 32 (4) ◽  
pp. 331-342
Author(s):  
Esther Nartey ◽  
◽  
Ruby Hanson ◽  
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Chemical Reactions ◽  
Simple Random Sampling ◽  
Senior High School ◽  
Future Research ◽  
Positive Perception ◽  
School Students ◽  
Teachers Perceptions

The purpose of the study was to determine the perceptions that senior high school (SHS) chemistry students and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of one hundred (100) SHS students who studied elective chemistry and ten (10) chemistry teachers. The research instruments used to collect data for this study were the ‘organic chemistry perceptions questionnaire for students’ (OCPQS) and ‘organic chemistry perceptions questionnaire for teachers’ (OCPQT). Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that these SHS students have a fairly positive perception of organic chemistry while their teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Also, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. The insights gained about teachers’ and students’ perceived difficult organic chemistry topics in this study imply that teachers’ perceptions and how these are communicated to students can have significant effects on learning. The authors believe that both teachers and learners could benefit from this increased awareness of perceptions about difficulties in teaching and learning organic chemistry. They therefore suggest that further studies into how teachers’ perceptions influence their teaching and consequently their students’ experiences be carried out. In addition, in future research, a diagnostic test based on the topics in the SHS organic chemistry syllabus could be added to ascertain whether the perceived difficult topics are actually difficult for students to answer questions on. This would help teachers to separate perceived difficulties from the actual difficulties (realities) and be able to address them in their lessons.

scholarly journals Teaching Reproductive Health through Telehealth Sessions and Online Modules to Rural High School Students

2018 ◽  
Vol 2018 ◽  
Author(s):  
Erin Casey ◽  
◽  
John Wesley Urian ◽  
Danielle B. Lancaster ◽  
Jennie L. Yoost, MD, MSc ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Reproductive Health ◽  
School Students ◽  
Rural High School
Sign in / Sign up

Export Citation Format

Share Document