A Phenomenological Study of School Counselors who counseled Elementary School Children exposed to Pornographic Media

2018 ◽  
Vol 7 (2) ◽  
pp. 1-23
Author(s):  
Hyeon He Jang ◽  
◽  
Min Ja Jeong ◽  
Keyword(s):  
Elementary School ◽  
School Counselors ◽  
School Children ◽  
Elementary School Children ◽  
Phenomenological Study

A Comparison of Depression in Children with and without Mothers

2006 ◽  
Vol 99 (2) ◽  
pp. 619-629 ◽  
Author(s):  
Neriman Aral ◽  
Figen Gürsoy ◽  
Hatice Dizman
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
School Counselors ◽  
School Children ◽  
Elementary School Children ◽  
Fifth Grade ◽  
Economic Level ◽  
Public Elementary Schools ◽  
Significant Difference

The present research investigated depression in children with and without mothers. Differences in depression scores were tested by gender, socio-economic level, the cause of not having a mother, and the age of separation. The sample included 300 fourth and fifth grade elementary school children. Among them, there were 150 children (68 boys and 82 girls) who were living with their mothers and 150 (68 boys and 82 girls) who did not live with their mothers. Each group had an equal number of students ( n = 50) representing three different socio-economic levels (i.e., low, middle, high). Students in the sample came from 39 different public elementary schools. Children's ages varied between 10 and 12 years ( M = 10.8, SD = .6). Teachers, administrators, and school counselors were asked to identify children without mothers. The children who were living with their mothers were randomly chosen. Results showed significant differences in depression between the two groups of children. Furthermore, there was a significant difference by socio-economic level. Depression of children without mothers is significantly associated with the cause of not having a mother and the age when the child was separated from the mother.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

An integrated components preventive intervention for aggressive elementary school children: The Early Risers program.

2001 ◽  
Vol 69 (4) ◽  
pp. 614-626 ◽  
Author(s):  
Gerald J. August ◽  
George M. Realmuto ◽  
Joel M. Hektner ◽  
Michael L. Bloomquist
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Preventive Intervention
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