scholarly journals الاضطرابات السلوکیة الخارجیة والداخلیة وعلاقتها بالإساءة العاطفیة لدى طلبة المرحلة المتوسطة بمدینة الباحة Externalizing and Internalizing Behavior Disorders and their Relationship to Emotional Abuse among Students Middle School in Al Baha city

2021 ◽  
Vol 12 (43.1) ◽  
pp. 115-148
Author(s):  
نجـــلاء محمـــود الحبشـــی
Keyword(s):  
Middle School ◽  
Behavior Disorders ◽  
Emotional Abuse ◽  
Internalizing Behavior

Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology

2019 ◽  
Vol 28 (3) ◽  
pp. 180-192 ◽  
Author(s):  
Chin-Chih Chen ◽  
Thomas W. Farmer ◽  
Jill V. Hamm ◽  
Debbie S. Brooks ◽  
David Lee ◽  
...  
Keyword(s):  
Middle School ◽  
Students With Disabilities ◽  
School Transition ◽  
Sixth Graders ◽  
Internalizing Behavior ◽  
Behavioral Risk ◽  
School Ecology ◽  
Athletic Ability ◽  
Latent Profile Analyses ◽  
Transition Experience

Perceptions of the ecology and middle school transition are examined in relation to interpersonal competence patterns (ICPs) of approximately 3,000 sixth graders (46.2% boys) including 415 students with disabilities from 26 metropolitan schools. Teacher ratings of students’ academic competence, externalizing and internalizing behavior, popularity, physical attractiveness/athletic ability, and friendliness are used to determine students’ ICPs. Using latent profile analyses, distinct ICPs are identified, including Model (high adaptive), Average, Tough (popular-aggressive), Passive (shy, withdrawn), and Troubled (low adaptive) for boys and girls, respectively. Although students with disabilities are overrepresented in Passive and Troubled ICPs and underrepresented in the Model ICP, 804 students without disabilities (367 boys) were identified in risk ICPs (i.e., Passive, Tough, Troubled) compared with 197 students with disabilities (128 boys). Risk ICPs are differentially associated with students’ perceptions of the school ecology and the transition experience of students with disabilities. Implications for Multitiered Systems of Support and the tailoring of interventions are considered.

Measuring Teachers’ Perceptions of Student Behavior Using the Systematic Screening for Behavior Disorders in Middle School Students

2018 ◽  
Vol 27 (2) ◽  
pp. 119-128 ◽  
Author(s):  
Megan Erickson ◽  
Frank Gresham
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
Behavior Disorders ◽  
Student Behavior ◽  
Reliability And Validity ◽  
Behavioral Difficulties ◽  
Similar Degree ◽  
School Students ◽  
Systematic Screening

Universal screening serves to identify students at risk for emotional and behavioral difficulties while their behavior is still amenable to treatment. However, there are few universal screeners available for middle school students who may be at heightened risk for developing emotional and behavioral difficulties due to major academic and social challenges. The Systematic Screening for Behavior Disorders (SSBD), often considered the gold standard for behavior screeners, was recently validated for use in middle schools. However, there is little research on the reliability and validity of the SSBD for screening middle school students and the differences among teachers of different academic subjects. The purpose of this study was to extend the previous research validating the SSBD assessing its technical adequacy and sensitivity in middle school students among teachers of different academic subjects. Results indicated that the SSBD provided reliable and valid evidence for identifying at-risk middle school students. This study provided evidence that the SSBD identified internalizing and externalizing students with a similar degree of accuracy.

scholarly journals Aspects of Emotional Abuse in Middle School

2020 ◽  
Vol 3 (1) ◽  
pp. 36-42
Author(s):  
Alina Maria BREAZ
Keyword(s):  
Middle School ◽  
Emotional Abuse ◽  
Potential Outcomes ◽  
Center Stage

Psychological mistreatment, however harder to characterize and harder to recognize, goes with all types of youngster misuse and has pulverizing outcomes on its agreeable turn of events. Our investigation on 60 kids from the exercise center stage intended to feature the psychological mistreatment of offspring of this age and its potential outcomes. Through a guided meeting, the sorts of psychological mistreatment, its causes, the recurrence of misuse, its relationship with different kinds of misuse were followed. The acquired outcomes mirror a somewhat stressing circumstance, demonstrating that the guardians' confusions and mindsets persevere in their instructive style, which may influence the mystic equilibrium of the kid in a troublesome time of life, specifically that of pubescence. The advising work of the analyst or social associate of the gatherings engaged with types of psychological mistreatment (guardians and youngsters) can contribute not exclusively to improve the kid's circumstance, its mix into the age gathering and the expanding of school's exhibitions yet additionally to improve its relations with guardians and fraternity and in this manner to build its odds of an agreeable turn of events.

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.

Sign in / Sign up

Export Citation Format

Share Document