scholarly journals A pilot study utilising cross-age peer tutoring as a method of intervention for anxious adolescents

2009 ◽  
Vol 2 (2) ◽  
pp. 16
Author(s):  
Marilyn Anne Campbell
Keyword(s):  
Pilot Study ◽  
Young People ◽  
Secondary School ◽  
Anxiety Disorders ◽  
Primary School ◽  
Peer Tutoring ◽  
Secondary School Students ◽  
School Setting ◽  
Self Report ◽  
School Students

Anxiety disorders are the most common psychopathology experienced by young people, with up to 18% of adolescents developing an anxiety disorder. The consequences of these disorders, if left untreated, include impaired peer relationships, school absenteeism and self-concept problems. In addition, anxiety disorders may play a causal role in the development of depression in young people, precede eating disorders and predispose adolescents to substance abuse disorders. While the school is often chosen as a place to provide early intervention for this debilitating disorder, the fact that excessive anxiety is often not recognised in school and that young people are reluctant to seek help, makes identifying these adolescents difficult. Even when these young people are identified, there are problems in providing sensitive programs which are not stigmatising to them within a school setting. One method which may engage this adolescent population could be cross-age peer tutoring. This paper reports on a small pilot study using the “Worrybusters” program and a cross-age peer tutoring method to engage the anxious adolescents. These anxious secondary school students planned activities for teacher-referred anxious primary school students for a term in the high school setting and then delivered those activities to the younger students weekly in the next term in the primary school. Although the secondary school students decreased their scores on anxiety self-report measures there were no significant differences for primary school students’ self-reports. However, the primary school parent reports indicated a significant decrease in their child’s anxiety.

scholarly journals “My Life during the Lockdown”: Emotional Experiences of European Adolescents during the COVID-19 Crisis

2021 ◽  
Vol 18 (14) ◽  
pp. 7638
Author(s):  
Alberto Forte ◽  
Massimiliano Orri ◽  
Martina Brandizzi ◽  
Cecilia Iannaco ◽  
Paola Venturini ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Emotional Reactions ◽  
Self Report ◽  
Emotional Experiences ◽  
Point Scale ◽  
School Students ◽  
Online Questionnaire ◽  
Public Health Strategies ◽  
Web Platform

This study investigates, using an online self-report questionnaire, adolescents’ emotional reactions during the lockdown in a sample of 2105 secondary school students (aged 14–19) in Italy, Romania, and Croatia. We used a self-reported online questionnaire (answers on a 5-point scale or binary), composed of 73 questions investigating the opinions, feelings, and emotions of teenagers, along with sociodemographic information and measures of the exposure to lockdown. The survey was conducted online through a web platform in Italy (between 27 April and 15 June 2020), Romania, and Croatia (3 June and 2 July 2020). Students aged >14 years, living in a small flat, and not spending time outside were more likely to report anger, sadness, boredom/emptiness, and anxiety. Boys were significantly less likely than girls to report all measured emotional reactions. Those who lost someone from COVID-19 were more than twice as likely to experience anger compared to those who did not. Our findings may help identifying adolescents more likely to report negative emotional reactions during the COVID-19 pandemic and inform public health strategies for improving mental health among adolescents during/after the COVID-19 crisis.

Another Look at Secondary School Students' Attitudes toward Reading

1980 ◽  
Vol 12 (3) ◽  
pp. 187-201 ◽  
Author(s):  
Ramon Lewis ◽  
William H. Teale
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Self Report ◽  
Individual Development ◽  
Attitudes Toward Reading ◽  
School Students ◽  
Peer Ratings ◽  
Validity Data ◽  
Research Issues ◽  
Students Attitudes

Argues that secondary school students' attitudes toward reading may be conceptualized multi-dimensionally as consisting of Individual Development, Utilitarian, and Enjoyment factors. Describes the development of self-report scales designed to measure each of these dimensions of reading attitude. Factor analyses showed the dimensions to be distinguishable empirically one from the other. The three scales were found to be internally consistent (α = .69-.92) and stable (α = .72-.90). Concurrent validity data based on peer ratings are also provided. Implications for pedagogical and research issues arising from this conceptualization of attitude toward reading are also discussed.

scholarly journals The structure of interests in different artistic disciplines of secondary school students

2013 ◽  
Vol 45 (1) ◽  
pp. 185-202
Author(s):  
Irena Ristic ◽  
Bojana Skorc
Keyword(s):  
Young People ◽  
Secondary School ◽  
Analysis Of Variance ◽  
Performing Arts ◽  
Secondary School Students ◽  
School Type ◽  
Grammar School ◽  
School Students ◽  
Multifactor Analysis ◽  
School Period

The paper deals with the degree of development of interest in arts in young people, and the justifiability of the current tendency of revision and abbreviation of the art curricula in schools. The research is focused on the structure of interests in various artistic disciplines in secondary school students, and the aim is to determine whether the degree of students? interest depends on the school type, gender and previous experience. The research was conducted on the sample of 555 students from 111 schools, who filled out the questionnaire during one school period. The data were processed by multifactor analysis of variance. There was a higher degree of interest in video and performing arts, which are not present enough in students? surroundings. The girls showed a higher degree of interest in all disciplines, as well as grammar school students compared to their peers from vocational schools. It was shown that the higher the number of programmes attended, the higher the interest in all forms of art. Young people who were completely inactive showed interest in video arts, which serves as an important guideline in the process of moving and socialising them. The results confirm that youth?s interests and needs are discrepant with what is offered to them. It is necessary to introduce various artistic contents as parts of the curriculum, which would make school an integral part of their life, the part that directly influences the development of creativity and increases responsible participation in the society.

The Relationship Between School Connectedness and Mental Health During the Transition to Secondary School: A Path Analysis

2013 ◽  
Vol 23 (2) ◽  
pp. 157-171 ◽  
Author(s):  
Leanne Lester ◽  
Stacey Waters ◽  
Donna Cross
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Primary School ◽  
Path Analysis ◽  
Secondary School Students ◽  
School Connectedness ◽  
Transition Period ◽  
Depression And Anxiety ◽  
School Students ◽  
Bullying Victimisation

During the transition from primary to secondary school, students typically experience a new social environment, moving from primary school with small intact classes throughout the day with one main teacher, to a larger secondary school with teachers, classrooms and often classmates changing throughout the day. During this time, students report a reduced sense of connectedness, which has been associated with symptoms of depression and anxiety. This study investigated the temporal association between feeling connected to school and mental health prior to and over the transition period. Data were obtained from 3,459 students in a longitudinal study of adolescents’ knowledge, attitudes and experiences of bullying victimisation and perpetration during the transition from primary school to secondary school. Students completed a questionnaire at four time points from Grade 7 to the end of Grade 9. Path analysis was used to model relationships between school connectedness, depression and anxiety. The findings suggest reciprocal relationships between connectedness and mental health where increased connectedness to school is associated with decreased depression and anxiety; conversely, increased depression and anxiety is associated with decreased connectedness to school. The significant reciprocal associations found in the cross-lag models in the first two years of secondary school indicate the need to intervene during the transition period to improve students’ social and mental health outcomes.

Socio-economic disparities in Australian adolescents’ eating behaviours

2013 ◽  
Vol 17 (12) ◽  
pp. 2753-2758 ◽  
Author(s):  
Philippa Niven ◽  
Maree Scully ◽  
Belinda Morley ◽  
David Crawford ◽  
Louise A Baur ◽  
...  
Keyword(s):  
Secondary School ◽  
Fast Food ◽  
Secondary School Students ◽  
Social Inequalities ◽  
Self Report ◽  
Eating Behaviours ◽  
School Students ◽  
Sugar Sweetened Beverages ◽  
Economic Disparities ◽  
Sweetened Beverages

AbstractObjectiveTo assess the association between socio-economic position (SEP) and poor eating behaviours in a large representative sample of Australian secondary-school students.DesignCross-sectional survey of students’ vegetable, fruit, sugar-sweetened beverage and fast-food consumption assessed using validated instruments and collected via a web-based self-report format.SettingSecondary schools across all Australian states and territories.SubjectsSecondary-school students (n 12 188; response rate: 54 %) aged 12–17 years participating in the 2009–10 National Secondary Students’ Diet and Activity (NaSSDA) survey.ResultsOverall, 25 % of students reported consuming ≤1 serving of vegetables/d and 29 % reported eating ≤1 serving of fruit/d. Fourteen per cent of students reported drinking at least 1–2 cups of sugar-sweetened beverages/d while 9 % reported eating fast food ≥3 times/week. After adjusting for other demographic factors, students of lower-SEP areas were more likely to report low intake of vegetables (F(4, 231) = 3·61, P = 0·007) and high frequency of consumption of sugar-sweetened beverages (F(4, 231) = 8·41, P < 0·001) and fast food (F(4, 231) = 4·59, P = 0·001) compared with students of high-SEP neighbourhoods. A positive SEP association was found for fruit consumption among female students only (F(4, 231) = 4·20, P = 0·003). Those from lower-SEP areas were also more likely to engage in multiple poor eating behaviours (F(4, 231)=5·80, P < 0·001).ConclusionsResults suggest that socio-economic disparities in Australian adolescents’ eating behaviours do exist, with students residing in lower-SEP neighbourhoods faring less well than those from high-SEP neighbourhoods. Reducing social inequalities in eating behaviours among young people should be a key consideration of future preventive strategies.

scholarly journals Who is teaching the kids to cook? Results from a nationally representative survey of secondary school students in New Zealand

2016 ◽  
Vol 30 (3) ◽  
Author(s):  
Jennifer Utter ◽  
Simon Denny ◽  
Mathijs Lucassen ◽  
Ben Dyson
Keyword(s):  
New Zealand ◽  
Young People ◽  
Secondary School ◽  
Secondary School Students ◽  
Representative Survey ◽  
School Students ◽  
Current Generation ◽  
Cooking Skills ◽  
Nationally Representative ◽  
Almost All

Abstract Learning how to cook is an important skill for developing healthy eating behaviors. Moreover, involvement in home cooking may offer young people opportunities for skill building, identity development and social engagement with their families. Recently, there have been concerns that the current generation of young people may not have the opportunities to develop sufficient cooking skills. These concerns have been addressed by the initiation of numerous, localized interventions. Yet, little is known about where the current generation of young people learn cooking skills. The objective of this study was to describe where the current generation of young people report learning to cook, drawing on nationally representative data from New Zealand. Data were collected as part of Youth2012, a nationally representative survey of secondary school students (n=8500) in New Zealand. Almost all students reported learning to cook and from multiple sources. Almost all students reported learning to cook from a family member (mother, father, or other family member), approximately 60% of students reported that they learned to cook from certain media (cookbooks, TV, or the Internet) and half of all students reported learning to cook at school. There were numerous differences in where students learned to cook by socio-demographic characteristics. Findings from the current research highlight the important role that families play in teaching young people to cook and will be useful for those working with young people to develop these skills.

scholarly journals Acceptance of Selected Returning Birds and Mammals through the Eyes of Secondary School Students

Envigogika ◽  
2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Jan Andreska ◽  
Adéla Hartlová ◽  
Matouš Žmolil
Keyword(s):  
Decision Making ◽  
Young People ◽  
Secondary School ◽  
Secondary School Students ◽  
Decision Making Process ◽  
Grammar School ◽  
Vertebrate Species ◽  
School Students ◽  
The Future ◽  
The Right

The presented study discusses the phenomenon of acceptance of returning higher vertebrate species to the Czech countryside, both from the perspective of grammar school students, who can further study the environmental protection and facilitate the return of some vertebrates, and students of secondary forestry schools, expected to engage in hunting care in the future. The attitude of students and young people, in general, is very important for the acceptance of the discussed species, as not only the politicians and publicists have the right to influence the general public, but rather the specialists educated in the field should participate in the decision-making process affecting the future of these animals. Overall, the work develops a hypothesis that people may have misconceptions about the return of some vertebrates as, rather than focusing on general facts, they are influenced by frequently hyped points, such as the fear and concern of aggrieved farmers, the overpopulating of some species and the infectious diseases that some animals may transmit. A questionnaire was designed and circulated to obtain the required data. For general simplification, only three options were presented in the questionnaire, either positive, negative, or neutral attitude as further structuring could compromise the clarity of the results.

scholarly journals Proces globalizacji. Ocena pozytywnych i negatywnych skutków globalizacji przez młodych Polaków

2011 ◽  
Vol 7 ◽  
pp. 383-390
Author(s):  
Krystian Sowislok
Keyword(s):  
Young People ◽  
Secondary School ◽  
Secondary School Students ◽  
Young Age ◽  
Third Grade ◽  
School Students ◽  
Negative Results ◽  
Definition Of ◽  
Positive Results

What is globalization? What does this term mean to young people? Is the dictionary definition of th is term meaningful to them; is schoolbook information on this issue thorough and precise? What are positive results of globalization and does the youth notice any negative results of globalization in Poland and worldwide? How can they support or counteract this process? Second and third grade secondary school students were asked these and similar questions connected with globalization. As a teacher of Entrepreneurship I have always emphasized my interest in opinions and attitudes of young people. Taking into consideration the young age of the surveyed, I decided that posing questions directly connected to this year conference and teachers’ meetings title, that is entrepreneurship in the context of globalization, would be premature. I would like to present the results of the survey conducted among the students of the school I work in and their opinions on the process as well as results of globalization in this year conference sessions.

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