scholarly journals The Benefits of Mindfulness for Promoting Resilience Among At-Risk Adolescents: Results From the Inner Strength Teen Program

2021 ◽  
pp. 209653112098225
Author(s):  
Rachel Razza ◽  
Dessa Bergen-Cico ◽  
Staceyann Reid ◽  
Rachel Linsner Uveges
Keyword(s):  
At Risk ◽  
High School Students ◽  
Dose Group ◽  
Self Regulation ◽  
Self Report ◽  
Future Research ◽  
Control Group ◽  
Public High School ◽  
School Students ◽  
Self Compassion

Purpose: This study examined the effectiveness of a 12-week mindfulness curriculum for at-risk, urban adolescents. Of particular interest was whether participation in the intervention was associated with gains in self-regulation and self-compassion. Design/Approach/Methods: The analytic sample included 217 public high school students from thirteen 11th and 12th grade classrooms; 133 students received one dose of the program, 39 students received two doses, and 45 students served as a control group. The program was delivered by a trained mindfulness instructor who met with the classrooms once a week for 45 min. Adolescents completed self-report measures tapping self-regulation and self-compassion at pretest and posttest. Findings: Results indicated significant benefits of the intervention for adolescents’ self-compassion among both intervention groups. The effect was larger among students participating for the first time (one-dose group) than for those who were participating for a second time (two-dose group). There was also evidence that the program supported self-regulation, as students in both intervention dosage groups maintained their levels of long-term regulation relative to their peers in the control group who reported a decline over time. Originality/Value: While both self-regulation and self-compassion were supported as mechanisms of change associated with mindfulness-based intervention, the effects of dosage differed across the two constructs. The impacts of timing and dosage need to be examined in future research to better understand the sustainability of program effects for adolescents.

scholarly journals Mindfulness meditation training in an occupational setting: Effects of a 12-weeks mindfulness-based intervention on wellbeing

Work ◽  
2021 ◽  
pp. 1-11
Author(s):  
Teresa Fazia ◽  
Francesco Bubbico ◽  
Giovanni Berzuini ◽  
Laura Dalla Tezza ◽  
Carolina Cortellini ◽  
...  
Keyword(s):  
Mindfulness Meditation ◽  
Self Regulation ◽  
Emotional Awareness ◽  
Self Report ◽  
Psychological Wellbeing ◽  
Control Group ◽  
Beneficial Effects ◽  
Self Compassion ◽  
Occupational Setting ◽  
Professional Outcomes

BACKGROUND: Mindfulness-based interventions (MBIs) are known for their beneficial effects on positive and negative psychological factors. When applied in an occupational context, MBIs might help workers to cope with stress, increase their professional outcomes and wellbeing. OBJECTIVE: In this two-groups pre-post experimental design we tested the effect of our MBI, called Integral Meditation (IM), among the employers of an Italian service company by measuring positive and negative aspects of psychological wellbeing related to mindfulness and workplace functioning through eight self-report questionnaires (CORE-OM, FFMQ, WEMWBS, MAIA, PSS, PANAS, STAI-X1, SCS). METHOD: Forty-two voluntary non-clinical employers of the company, randomly assigned to the experimental or the control group, were analyzed. The experimental group underwent our IM program, which consists of 12 weekly meditation classes given after the afternoon shift, while the control group did not receive any intervention. Data was analyzed via linear mixed models. RESULTS: Statistically significant results were obtained for FFMQ observing subscale (β= 0.49, p = 0.014), WEMWBS (β= 5.31, p = 0.02), PSS (β= –3.31, p = 0.03), the whole scale of SCS (β= 0.47, p = 0.01) and self-judgment (β= 0.68, p = 0.003) and isolation (β= –0.66, p = 0.01) SCS subscales. Statistically significant results were also found in four out of eight subscales of MAIA: emotional awareness (β= 1.26, p <  0.001), self-regulation (β= 1.28, p <  0.001), body listening (β= 1.08, p <  0.001) and trusting (β= 1.1, p <  0.001). CONCLUSION: Our intervention has demonstrated to bring beneficial effects in a mindfulness subdomain, in perceived stress, self-compassion, interoception and psychological wellbeing. Based on our results, we conclude that our intervention was effective in increasing the positive aspects of wellbeing and in reducing stress.

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.

Work-Related Skills Awareness in High-School Students with Diabilities

2002 ◽  
Vol 33 (2) ◽  
pp. 17-23 ◽  
Author(s):  
Michele E. Capella ◽  
Richard T. Roessler ◽  
Karl M. Hemmerla
Keyword(s):  
High School ◽  
High School Students ◽  
Students With Disabilities ◽  
Employment Outcomes ◽  
Self Report ◽  
Future Research ◽  
School Students ◽  
Persons With Disabilities ◽  
Work Related ◽  
Expert Ratings

This study investigated the work-related skills awareness levels of high school students with disabilities by comparing expert ratings and student self-report ratings. This issue is considered important because (a) evidence indicates that lack of awareness is associated with poor employment outcomes and (b) young persons with disabilities are known to experience employment difficulties. Substantial deficits in awareness were found, with the majority of students overestimating their abilities, as hypothesized. In addition, students perceived by adult raters as having greater employability assets tended to be more accurate in their work-related skills awareness. Suggestions for interventions and future research needed in this area are included.

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 Impressions about people with intellectual disability of polish high school students who participated in a workshop led by self-advocates

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Iwona Nowakowska ◽  
Ewa Pisula
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disability ◽  
Professional Staff ◽  
Self Report ◽  
Personal Contact ◽  
Control Group ◽  
Mild Intellectual Disability ◽  
School Students ◽  
Content Type

Purpose The aim of the paper is to assess whether participation in a two-session workshop led by self-advocates with mild intellectual disability (ID), supported by professional staff, affects high school students’ impression of people with ID, measured by a self-report questionnaire based on a semantic differential. Design/methodology/approach The study was paper-pencil questionnaire-based and anonymous, conducted in Warsaw, Poland. Three measurements were performed using two semantic differentials – two weeks before the workshop, one day and three months afterward. In total, 50 high school students in the workshop group and 43 students in the control group took part in the study. Findings After the workshop, people with ID were perceived as more calm, compliant and adult and this change was not observed in the control group. Research limitations/implications The picture of people with ID after the workshop may probably have been even more complex than before. However, the study focuses on a specific intervention and does not include data about other, similar meetings led in another school and by other self-advocates. Practical implications It is worthy to design anti-discriminatory workshops led by the self-advocates to impact the perceptions of people with ID. The particular intervention would benefit from alterations. Social implications Workshops performed by self-advocates with ID may be promising in terms of limiting stereotype formation in target groups of workshops. Originality/value This research fills the gap in the longitudinal studies on the changes in the impressions about people with ID following an intervention based on personal contact.

scholarly journals Impressions about people with intellectual disability of Polish high school students who participated in a workshop led by self-advocates

2021 ◽  
Author(s):  
Iwona Nowakowska ◽  
Ewa Pisula
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disability ◽  
Professional Staff ◽  
Self Report ◽  
Personal Contact ◽  
Control Group ◽  
Mild Intellectual Disability ◽  
School Students ◽  
Target Groups

PurposeThe aim of the paper is to assess whether participation in a two-session workshop led by self-advocates with mild intellectual disability (ID), supported by professional staff, affects high school students’ impression of people with ID, measured by a self-report questionnaire based on a semantic differential.Design/methodology/approachThe study was paper-pencil questionnaire-based and anonymous, conducted in Warsaw, Poland. Three measurements were performed using two semantic differentials – two weeks before the workshop, one day and three months afterward. In total, 50 high school students in the workshop group and 43 students in the control group took part in the study.FindingsAfter the workshop, people with ID were perceived as more calm, compliant and adult and this change was not observed in the control group.Research limitations/implicationsThe picture of people with ID after the workshop may probably have been even more complex than before. However, the study focuses on a specific intervention and does not include data about other, similar meetings led in another school and by other self-advocates.Practical implicationsIt is worthy to design anti-discriminatory workshops led by the self-advocates to impact the perceptions of people with ID. The particular intervention would benefit from alterations.Social implicationsWorkshops performed by self-advocates with ID may be promising in terms of limiting stereotype formation in target groups of workshops.Originality/valueThis research fills the gap in the longitudinal studies on the changes in the impressions about people with ID following an intervention based on personal contact.

scholarly journals Effects of Voki-supported self-practice on high school students’ English speaking performance

2021 ◽  
Vol 13 (3) ◽  
pp. 39-47
Author(s):  
Diem Nguyen Thi Kieu ◽  
Van Loi Nguyen
Keyword(s):  
High School ◽  
High School Students ◽  
Web 2.0 ◽  
Structured Interview ◽  
Target Language ◽  
Future Research ◽  
Control Group ◽  
School Students ◽  
English Speaking ◽  
Speaking Performance

Web 2.0 applications with multimedia affordances provide a creative way to expose students to a non-threatening environment for practising English. Motivated by the potentials of this type of application for English speaking instruction, this study aimed to examine the effects of high school learners’ self-practice using an app called Voki on their speaking performance. A quasi-experimental control group design was employed, in which the effect was measured by means of two speaking tests before and after the treatment, and further explored with a semi-structured interview. The results showed the increase in the students’speaking skills and the satisfaction with this Web 2.0 tool for its effectiveness and engagement. Their shyness and nervousness about uttering the target language diminished as their confidence increased. Accordingly, more evidence of the efficacy of Voki on EFL learners’ speaking performance was offered in the study. Future research can investigate learners’ improvement in language proficiency in different skills and contexts and involve larger sample sizes.

scholarly journals Enhancing the performance of students in chemistry through flipped classroom with peer instruction teaching strategy

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Aprhodite Macale ◽  
Marivic Lacsamana ◽  
Maria Ana Quimbo ◽  
Edmund Centeno
Keyword(s):  
High School Students ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Student Perception ◽  
Peer Instruction ◽  
Control Group ◽  
Public High School ◽  
School Students ◽  
Chemistry Achievement ◽  
Quasi Experimental

This study examines the implementation of flipped classroom with peer instruction teaching strategy to Grade 7 public high school students in Laguna, Philippines.  To analyze the effect of flipped classroom with peer instruction on Chemistry achievement, a two-group quasi-experimental pretest-posttest research design was used. In addition, student perception and participation were conducted using a post-implementation survey. In the flipped classroom with peer instruction, the students were introduced to the lesson using the science courseware developed by the Department of Science and Technology and YouTube videos as pre-class activities. The in-class activity was focused on answering concept questions through peer instruction. Findings show that the two groups of students significantly increased their Chemistry achievement after the implementation of the teaching strategies. However, the students in the flipped classroom with peer instruction had higher Chemistry achievement, high level of participation, and wide acceptance of the teaching strategy than the control group. With this teaching strategy, the students were able to complete their assigned tasks on time, show cooperative and supportive attitude during classroom discussion and activities, share ideas in class, and show respect for the opinion of others. On the contrary, students in the traditional classroom with peer instruction setup performed poorly on these aspects of classroom participation. 

Motivation and Self-Regulation

1998 ◽  
Vol 19 (5) ◽  
pp. 300-309 ◽  
Author(s):  
Barbara M. Fulk ◽  
Frederick J. Brigham ◽  
Darlene A. Lohman
Keyword(s):  
Classroom Practice ◽  
Self Regulation ◽  
Self Report ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Motivation Orientation ◽  
Students With Ld ◽  
Orientation Scale ◽  
Students With Ebd

The purpose of this study was to investigate the motivational characteristics of 3 groups of adolescents: students with learning disabilities (LD), students with emotional or behavioral disorders (EBD), and students with average achievement (AA). Three questionnaires, the Motivation Orientation scale, the Purposes of School scale, and the Motivated Strategies for Learning questionnaire were administered to junior high and middle school students with LD and EBD, and to an age-matched group of students with AA. These self-report measures were administered to students in small groups in one session of approximately 35 to 40 minutes. Significant differences on the Motivation Orientation scale were detected among the groups. Differences on the Purposes of School scale approached but did not reach significance. Students with LD appeared to be more alienated and oriented to avoiding work than students with AA or students with EBD. Students with EBD reported significantly more feelings of test anxiety than did students with LD or AA. Gender differences emerged, with females reporting more support for self-sacrifice, community spirit, and persistence, whereas male students reported more feelings of alienation. Implications for future research and classroom practice are discussed.

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