Phototherapy as a means of preventing deviant behavior of children at risk in the educational environment

The article analyzes the practice of intersectoral interaction in building a comprehensive model of working with adolescents at risk, in particular, those who are in conflict. The model is based on combining the resources of schools, methodological structures, universities, non(profit organizations and volunteer communities. The article deals with the individual components of the model, which in each specific situation allow you to design your own scenario for working with the case of a teenager. The key components of the model are based on a restorative approach. The experience of conducting community Circles in situations of multidimensional conflicts and their integration into the General scheme of work with teenagers is presented. The article also reflects the practice of adapting the Belgian program of individual teenagers’ support to the system of work of the Russian school and shows its role in the complex model of deviant behavior prevention. Another component of the model is the technology of mentoring children at risk, implemented with the participation of student volunteers or high school students. The article focuses on the translation of this model to schools and providing methodological support to educational organizations in the case of its implementation.

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The specifics of the perception of some aspects in the educational environment by students of the risk group

Казанский педагогический журнал ◽

10.51379/kpj.2021.149.5.037 ◽

2021 ◽

Author(s):

Н.П. Ничипоренко

Keyword(s):

At Risk ◽

Deviant Behavior ◽

Risk Group ◽

Law Enforcement Officers ◽

Educational Environment ◽

Educational Process ◽

Educational Institutions ◽

Emotional States ◽

Students At Risk ◽

The Republic

Данная статья посвящена проблеме отношений между субъектами образовательной среды в контексте психологической безопасности. Актуальность темы обусловлена необходимостью своевременной профилактики отклоняющегося поведения среди обучающихся, наиболее уязвимых в отношении негативных влияний со стороны социальных факторов. Цель статьи – выявить общие и специфические черты восприятия отдельных аспектов образовательной среды обучающимися группы риска. Мониторинг охватывал 244143 обучающихся школ 6 - 11 классов, колледжей и вузов РТ. В группу риска вошли 860 человек, имеющие высокий суммарный показатель агрессивности и депрессивности. Анализ результатов исследования выявил следующие закономерности: обучающиеся группы риска достоверно чаще своих сверстников испытывают негативные эмоциональные состояния, связанные с учебой, подвергаются буллингу в образовательной среде, сталкиваются с проявлениями насилия на улице, описывают как небезопасные отношения со сверстниками и учителями. Результаты проведенного исследования могут быть применимы в нескольких направлениях: психологическое просвещение всех субъектов образовательного процесса, профилактика психических расстройств агрессивно-депрессивного спектра, психогигиена образовательной среды, психологическое сопровождение обучающихся группы риска и превенция отклоняющегося поведения антисоциальной направленности. Данное исследование предназначено для специалистов, способных повлиять на улучшение образовательного пространства учебных заведений: психологов, педагогов, представителей администрации, сотрудников правоохранительных органов, причастных к работе с детьми и молодежью. This article is devoted to the problem of relations between the subjects of the educational environment in the context of psychological security. The relevance of the topic is due to the need for timely prevention of deviant behavior among students who are most vulnerable to negative influences from social factors. The purpose of the article is to identify general and specific features of the perception of certain aspects of the educational environment by students of the risk group. The monitoring covered 244,143 students of schools (grades 6 - 11), colleges and universities of the Republic of Tatarstan. The risk group included 860 people with a high total index of aggressiveness and depression. The analysis of the results of the study revealed the following patterns: students at risk are significantly more likely than their peers to experience negative emotional states associated with studying, are bullied in the educational environment, face violence on the street. They describe their relationships with peers and teachers as unsafe. The results of the conducted research can be applied in several directions: psychological education of all subjects of the educational process, prevention of mental disorders of the aggressive-depressive spectrum, psychohygiena of the educational environment, psychological support of students at risk and prevention of deviant behavior of an antisocial orientation. This study is intended for specialists who can influence the improvement of the educational space of educational institutions: psychologists, teachers, representatives of the administration, law enforcement officers involved in working with children and youth.

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Research With Young Children at Risk for Speech/Language Development Disorders

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac8.2.1 ◽

1999 ◽

Vol 8 (2) ◽

pp. 1-2

Keyword(s):

At Risk ◽

Young Children ◽

Language Development ◽

Children At Risk ◽

Language Development Disorders

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Discriminant Validation of the Test of Reading Performance (TORP) for Identifying Children at Risk of Reading Difficulties

European Journal of Psychological Assessment ◽

10.1027//1015-5759.16.2.139 ◽

2000 ◽

Vol 16 (2) ◽

pp. 139-146 ◽

Cited By ~ 17

Author(s):

Padeliadu Susana ◽

Georgios D. Sideridis

Keyword(s):

At Risk ◽

Elementary School Students ◽

Reading Difficulties ◽

Reading Performance ◽

Low Achievers ◽

Children At Risk ◽

School Students ◽

Students At Risk ◽

Group A ◽

The Mean

Abstract This study investigated the discriminant validation of the Test of Reading Performance (TORP), a new scale designed to evaluate the reading performance of elementary-school students. The sample consisted of 181 elementary-school students drawn from public elementary schools in northern Greece using stratified random procedures. The TORP was hypothesized to measure six constructs, namely: “letter knowledge,” “phoneme blending,” “word identification,” “syntax,” “morphology,” and “passage comprehension.” Using standard deviations (SD) from the mean, three groups of students were formed as follows: A group of low achievers in reading (N = 9) including students who scored between -1 and -1.5 SD from the mean of the group. A group of students at risk of reading difficulties (N = 6) including students who scored between -1.5 and -2 SDs below the mean of the group. A group of students at risk of serious reading difficulties (N = 6) including students who scored -2 or more SDs below the mean of the group. The rest of the students (no risk, N = 122) comprised the fourth group. Using discriminant analyses it was evaluated how well the linear combination of the 15 variables that comprised the TORP could discriminate students of different reading ability. Results indicated that correct classification rates for low achievers, those at risk for reading problems, those at risk of serious reading problems, and the no-risk group were 89%, 100%, 83%, and 97%, respectively. Evidence for partial validation of the TORP was provided through the use of confirmatory factor analysis and indices of sensitivity and specificity. It is concluded that the TORP can be ut ilized for the identification of children at risk for low achievement in reading. Analysis of the misclassified cases indicated that increased variability might have been responsible for the existing misclassification. More research is needed to determine the discriminant validation of TORP with samples of children with specific reading disabilities.

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