scholarly journals Bullying in Cyprus: Perceptions regarding the pupils’ involvement

2020 ◽  
Vol 21 (2) ◽  
pp. 113
Author(s):  
Anna Madoglou ◽  
Stefani Dimitriou
Keyword(s):  
High School ◽  
Perceptions Of Bullying

The aim of this study was to investigate the perceptions of bullying among secondary and high school pupils in Cyprus and to present the differences according to age, gender and involvement. The survey involved 514 pupils aged between 13 and 16 years who answered a self-reported closed questionnaire. According to the findings, girls are more negative about bullying than boys. Only pupils aged 13 show fear of the bully and feel a need for his/her punishment but they also point out that the victim may provoke the bully; meanwhile pupils aged 16 are more supportive of the idea that the bully harms the victims. In addition the victims, the victims/witnesses, the witnesses and those pupils who are not involved demonstrate fear of the bully, seek his/her punishment and are supportive of the weak victims. In contrast, those in the bullies’ category show no fear of the bully, do not agree with punishment and do not consider the victims to have been harmed.

Assessing students’ views of school climate: Developing and validating the What’s Happening In This School? (WHITS) questionnaire

2013 ◽  
Vol 16 (1) ◽  
pp. 47-66 ◽  
Author(s):  
Jill Aldridge ◽  
Kate Ala’I
Keyword(s):  
High School ◽  
High School Students ◽  
School Climate ◽  
Effective Schools ◽  
Extensive Review ◽  
School Students ◽  
Validated Questionnaires ◽  
Multi Stage ◽  
Perceptions Of Bullying ◽  
Development And Validation

This article describes the development and validation of a six-scale survey to assess school climate in terms of students’ perceptions of the degree to which they feel welcome and connected, together with a scale to assess students’ perceptions of bullying. The development of each survey involved a multi-stage approach, including: 1) an extensive review of research related to school climate to identify components that can be considered important for effective schools made up of diverse students; 2) elucidating the scales identified in step one; and 3) writing individual items within the scales. Items from previously validated questionnaires were examined and, if appropriate, adapted. We used Trochim and Donnelly’s (2006) framework for construct validity to guide the validation of the new questionnaire. When the questionnaire was administered to a sample of 4067 high school students from eight schools, various statistical analyses ensured the questionnaire’s discriminant, convergent, concurrent and predictive validity.

scholarly journals the students of the bullying action in high school country 5 pekanbaru

2020 ◽  
Vol 5 (2) ◽  
pp. 50-60
Author(s):  
Rekha nurvadila Rekha nurvadila
Keyword(s):  
High School ◽  
Phenomenological Study ◽  
Student Perception ◽  
School Level ◽  
High School Level ◽  
Verbal Bullying ◽  
Perceptions Of Bullying ◽  
Definition Of ◽  
Student's Perceptions ◽  
Physical Bullying

Bullying continues to increase from year to year, one of among Indonesian students. Among students, the high school level is the level most encountered by bullying according to several studies. The objective of this research is to find out students' perceptions of their bullying in school. The research method used is a qualitative design with phenomenological study and purposive sampling as data collection techniques. This study involved 10 participants who were male. The data analysis used the Collaizi method, which then gets four themes, including the definition of bullying in generally like a hardness, torturing and the wickedness. The bullying classification carried out by the bully like verbal bullying, physical bullying and psychological bullying. Student’s perceptions of bullying with consider as a gratified and usually conducted, and than feelings of students after bullying like feel contrition and feel their action not naturally. The results of this research can be expected to be a directive study, specially for school side, in order to decrease bullying action in school surroundings with give materials related bullying action. The students also must be knowing endangered of bullying action who their doing in order to awareness to doing continuous.  Bibliography: 19 (2008-2017)   Keywords: Bullying, Bully, Student, Perception.    

Cosmetology treatments on human hair: An SEM study

1996 ◽  
Vol 54 ◽  
pp. 940-941
Author(s):  
D.F. Bowling
Keyword(s):  
High School ◽  
High Resolution ◽  
Human Hair ◽  
Optical Microscope ◽  
Convincing Evidence ◽  
Brightness Contrast ◽  
Sem Study

High school cosmetology students study the methods and effects of various human hair treatments, including permanents, straightening, conditioning, coloring and cutting. Although they are provided with textbook examples of overtreatment and numerous hair disorders and diseases, a view of an individual hair at the high resolution offered by an SEM provides convincing evidence of the hair‘s altered structure. Magnifications up to 2000X provide dramatic differences in perspective. A good quality classroom optical microscope can be very informative at lower resolutions.Students in a cosmetology class are initially split into two groups. One group is taught basic controls on the SEM (focus, magnification, brightness, contrast, specimen X, Y, and Z axis movements). A healthy, untreated piece of hair is initially examined on the SEM The second group cements a piece of their own hair on a stub. The samples are dryed quickly using heat or vacuum while the groups trade places and activities.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

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