scholarly journals Longitudinal Rates of Self-Reported Delinquency of At-Risk and Not At-Risk Western Australian High School Students

2002 ◽  
Vol 35 (1) ◽  
pp. 99-113 ◽  
Author(s):  
Stephen Houghton ◽  
Annemaree Carroll
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Motor Vehicle ◽  
At Risk Students ◽  
School Students ◽  
Data Collection Point ◽  
Public Disorder ◽  
Time Motor ◽  
Not At Risk

Two hundred and forty nine 12 to 13 year old at-risk and not at-risk male and female high school students randomly selected from five high schools in the Perth metropolitan area of Western Australia provided self-reported delinquency data for three consecutive years. A multivariate analysis of variance revealed at-risk students self-reported significantly more involvement in delinquency at the first data collection point than their not at-risk counterparts. Male 12–13 year olds self-reported significantly more involvement in car related crimes, assault, rule infractions, and vandalism compared to their female peers. For some delinquent activities there were significant increases in involvement over time (Motor Vehicle, Drugs, and Public Disorder Offences) while for others (Theft, Rule Infractions, and Vandalism) this was not the case. In the majority of categories of delinquency at-risk students self reported significantly higher rates of involvement.

Does Screening High School Students for Psychological Distress, Deliberate Self-Harm, or Suicidal Ideation Cause Distress – And Is It Acceptable?

Crisis ◽  
2011 ◽  
Vol 32 (5) ◽  
pp. 254-263 ◽  
Author(s):  
Jo Robinson ◽  
Hok Pan Yuen ◽  
Cathy Martin ◽  
Ally Hughes ◽  
Gennady N. Baksheev ◽  
...  
Keyword(s):  
At Risk ◽  
High School Students ◽  
At Risk Students ◽  
Postal Questionnaire ◽  
School Students ◽  
Students At Risk ◽  
Acceptable Method ◽  
On Line ◽  
Not At Risk ◽  
Ongoing Support

Background: Programs designed to detect students at risk of depression and suicidality have shown success ( Shaffer et al., 2004 ). Aims: The current study sought to examine whether or not such a program was acceptable to participants and whether or not it caused distress. Methods: Participants were boys aged 14 to 16. Participants were assessed using an on-line questionnaire; acceptability was measured via postal questionnaire. Results: Of 272 participants, 31 (11.4%) were considered at-risk; 13 required ongoing support, 8 of whom had not previously sought help. Overall screening did not appear to cause significant undue distress, although some differences were evident between at-risk and not at-risk students. All participants found the program acceptable. Conclusions: When conducted carefully, early detection programs can be an effective and acceptable method of identifying at-risk adolescents.

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.

High school students at risk of exclusion

2020 ◽  
pp. 85-96
Author(s):  
Adrian B. Kelly ◽  
Bosco Rowland ◽  
Rebecca A. Kuhn ◽  
Andrew W. Munnings ◽  
John W. Toumbourou
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
School Students ◽  
Students At Risk

Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed

2020 ◽  
pp. 126-151
Author(s):  
Lauren R. Tidmore
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Social Skills ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Composite Score ◽  
Social Skills Intervention ◽  
School Students ◽  
Post Test

The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.

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