EL CUESTIONARIO DE RELACIONES EN EL CENTRO (C.R.C.): UN INSTRUMENTO PARA IDENTIFICAR ALUMNOS EN RIESGO DE SER VICTIMIZADOS

Abstract. QUESTIONNAIRE RELATIONSHIPS AT THE CENTER (CRC): AN INSTRUMENT TO IDENTIFY STUDENTS AT RISK OF BEING VICTIMIZEDThe situation of bullying in schools is assessed using questionnaires in which students are asked to indicate: a) if they have observed situations of harassment and intimidation and to indicate their type and frequency, frequent places where have observed harassment b) if they have suffered harassment situations and express their type and frequency and frequent places where he has been harassed. With these questions runs the risk of biasing the perception of the students because they are almost exclusively required to take into account negative experiences. The C.R.A. is an assessment tool that identifies school climate to student bullying suffered or is at risk of suffering based on student demonstrations concerning:a) The feeling of comfort and security that students have in the center.b) The perception of the teachers' attitude towards students and to the relationships established.c) The ideas and knowledge that avoid becoming involved in a relationship of victimization.Keywords: school climate survey, bullying.Resumen.La situación de acoso en los centros se suele averiguar utilizando cuestionarios en los que se pide a los alumnos que indiquen: a) si han observado situaciones de acoso e intimidación y que indiquen su tipo y frecuencia, los lugares frecuentes donde han observado el acoso y b) si han sufrido situaciones de acoso y que expresen su tipo y frecuencia y los lugares frecuentes donde ha sido acosado. Con este tipo de preguntas se corre el riesgo de sesgar la percepción de los estudiantes debido a que casi exclusivamente se les pide que tengan en cuenta experiencias negativas. El Cuestionario C.R.A. es un instrumento de valoración del clima escolar que permite identificar al alumnado que sufre acoso escolar o corre el riesgo de padecerlo basándose en las manifestaciones de los alumnos sobre: a) El sentimiento de bienestar y seguridad que tienen los alumnos en el centro.b) La percepción de la actitud del profesorado hacia los alumnos y hacia las relaciones que establecen.c) Las ideas y conocimientos que evitan verse implicados en unas relaciones de victimización.Palabras clave: cuestionario clima de centro, acoso escolar.

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The Efficacy of Psycho-Spiritual Mental Health Education for Improving the Well-Being and Perceptions of School Climate for Students At-Risk for School Failure

Spiritual Psychology and Counseling ◽

10.37898/spc.2021.6.2.137 ◽

2021 ◽

Author(s):

Thomas M. KELLEY ◽

Brooke WHEELDON-REECE ◽

Eric G. LAMBERT

Keyword(s):

Mental Health ◽

At Risk ◽

School Climate ◽

Health Education ◽

Well Being ◽

School Failure ◽

Students At Risk ◽

Mental Health Education ◽

Perceptions Of School

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Writing-Reading Relationship of Elementary Students at Risk for Writing Disabilities

Korean Journal of Special Education ◽

10.15861/kjse.2015.50.1.99 ◽

2015 ◽

Vol 50 (1) ◽

pp. 99-109 ◽

Cited By ~ 1

Author(s):

Ju Young Seo

Keyword(s):

At Risk ◽

Elementary Students ◽

Students At Risk ◽

Writing Disabilities ◽

Relationship Of

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The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students at Risk of Reading Difficulties

Learning Disability Quarterly ◽

10.1177/0731948713518334 ◽

2014 ◽

Vol 37 (3) ◽

pp. 148-160 ◽

Cited By ~ 4

Author(s):

Jeanne Wanzek ◽

Greg Roberts ◽

Stephanie Al Otaiba ◽

Shawn C. Kent

Keyword(s):

At Risk ◽

Reading Achievement ◽

Reading Difficulties ◽

Kindergarten Students ◽

Students At Risk ◽

Print Reading ◽

Relationship Of ◽

The Relationship ◽

Tier I

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Exploring the Validity and Operational Impact of Using Allied Health Assistants to Conduct Dysphagia Screening for Low-Risk Patients Within the Acute Hospital Setting

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-19-00060 ◽

2020 ◽

Vol 29 (4) ◽

pp. 1944-1955 ◽

Cited By ~ 1

Author(s):

Maria Schwarz ◽

Elizabeth C. Ward ◽

Petrea Cornwell ◽

Anne Coccetti ◽

Pamela D'Netto ◽

...

Keyword(s):

At Risk ◽

Allied Health ◽

Assessment Tool ◽

Hospital Setting ◽

Low Risk ◽

False Negatives ◽

Exact Agreement ◽

Risk Patients ◽

Impact Phase ◽

Operational Impact

Purpose The purpose of this study was to examine (a) the agreement between allied health assistants (AHAs) and speech-language pathologists (SLPs) when completing dysphagia screening for low-risk referrals and at-risk patients under a delegation model and (b) the operational impact of this delegation model. Method All AHAs worked in the adult acute inpatient settings across three hospitals and completed training and competency evaluation prior to conducting independent screening. Screening (pass/fail) was based on results from pre-screening exclusionary questions in combination with a water swallow test and the Eating Assessment Tool. To examine the agreement of AHAs' decision making with SLPs, AHAs ( n = 7) and SLPs ( n = 8) conducted an independent, simultaneous dysphagia screening on 51 adult inpatients classified as low-risk/at-risk referrals. To examine operational impact, AHAs independently completed screening on 48 low-risk/at-risk patients, with subsequent clinical swallow evaluation conducted by an SLP with patients who failed screening. Results Exact agreement between AHAs and SLPs on overall pass/fail screening criteria for the first 51 patients was 100%. Exact agreement for the two tools was 100% for the Eating Assessment Tool and 96% for the water swallow test. In the operational impact phase ( n = 48), 58% of patients failed AHA screening, with only 10% false positives on subjective SLP assessment and nil identified false negatives. Conclusion AHAs demonstrated the ability to reliably conduct dysphagia screening on a cohort of low-risk patients, with a low rate of false negatives. Data support high level of agreement and positive operational impact of using trained AHAs to perform dysphagia screening in low-risk patients.

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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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