scholarly journals School Environment as a Factor of Actualization / Minimization of Adolescents’ Risky Behaviour (According to the Survey of Lviv Region Students)

2020 ◽  
Keyword(s):  
Mental Health ◽  
School Climate ◽  
School Environment ◽  
Decisive Role ◽  
Antisocial Behaviour ◽  
Psychological Climate ◽  
Risky Behaviour ◽  
Psychotropic Substances ◽  
The Family ◽  
The Relationship

The article is devoted to the analysis of the connection between the school environment and the manifestations of students’ risky behaviour and their mental health. The study is actual due to the spread of students' risky behaviour in Ukraine and insufficient attention of Ukrainian sociologists to the relationship of educational institutions with the health of community. The authors of the article substantiate the relationship between the characteristics of the school environment and student behaviour and emphasise that the positive school climate is a significant factor in reducing various manifestations of students’ risky behaviour. The authors define “school climate” as a qualitative characteristic of relations between teachers, between students, and between teachers and students, a set of psychological, moral and social conditions that promote or inhibit productive joint activities of school staff, and actualize or minimize socially acceptable or destructive behaviour of youth; “risky behavior” – as a problem or antisocial behaviour manifested as aggression, violence, deviances, crimes, taking psychotropic substances. The empirical basis of the study includes the results of the Ukrainian-Polish survey “Mental Health and Risky Behaviour of Adolescents”, conducted in October – December 2016 among adolescents from Ukraine and Poland, based on the methodology of Polish study on adolescents’ mental health that is more commonly known as the Mokotow Study and has been regularly conducted since the late 1980s. Based on the research results, the authors analyse various aspects of school relationship that influence the school psychological climate. The authors draw particular attention to students' trust to each other, their readiness to help others in problem-solving, providing psychological support as well as the respondents' attitudes towards their school and the way they feel in the school environment. In the obtained data, there prevail respondents' positive evaluation of the school climate. The authors present a correlation analysis that proves a positive relationship between the school climate and students' risky behaviour. The logical regression analysis also shows its influence on the minimising/actualising of students' risky behaviour. The authors demonstrate the decisive role of the family, in particular, children-parents relationship. In conclusion, they formulate the scope of objectives and tasks for the organisation of preventive work in the school and the family.

scholarly journals School climate as the determinant of the relationship between the level of students’ resilience and school satisfaction

2011 ◽  
Vol 1 (1) ◽  
pp. 19-37 ◽  
Author(s):  
Viola Tamášová ◽  
Silvia Barnová
Keyword(s):  
School Climate ◽  
Protective Factors ◽  
School Environment ◽  
School Satisfaction ◽  
Normal Functioning ◽  
Subjective Interpretation ◽  
The Relationship

AbstractResilience is an individual’s capacity to recover, adapt, and keep mental balance and normal functioning when exposed to significant adversity. This competence plays an important role in one’s life because it increases the probability of achieving success in various spheres of life. Schools can foster students’ resilience by providing a positive school environment and a sufficient number of protective factors, but it is the subjective interpretation of conditions and experiences rather than the exposure to them that is significant. The main objective of this research was to study to what extent school satisfaction, i.e. subjective interpretation of the school climate, influenced the level of students’ resilience. Not all our findings are compatible with the results of other studies. Despite the limits of our research, its results can serve as a basis for further work as not much has been done in the field of resilience research in Slovakia.

School Climate, Deployment, and Mental Health Among Students in Military-Connected Schools

2015 ◽  
Vol 50 (1) ◽  
pp. 93-115 ◽  
Author(s):  
Kris Tunac De Pedro ◽  
Ron Avi Astor ◽  
Tamika D. Gilreath ◽  
Rami Benbenishty ◽  
Ruth Berkowitz
Keyword(s):  
Mental Health ◽  
School Climate ◽  
School Environment ◽  
Well Being ◽  
The United States ◽  
Student Demographics ◽  
Multiple Components ◽  
Lower Likelihood ◽  
Health And Well Being

Research has found that when compared with civilian students, military-connected students in the United States have more negative mental health outcomes, stemming from the stress of military life events (i.e., deployment). To date, studies on military-connected youth have not examined the role of protective factors within the school environment, such as school climate, in the mental health and well-being of military-connected adolescents. Given this gap in the research on military adolescents, this study draws from a large sample of military and non-military secondary adolescents in military-connected schools ( N = 14,943) and examines associations between school climate, military connection, deployment, and mental health. Findings show that multiple components of school climate are associated with a lower likelihood of depressive symptoms and suicidal ideation and increased likelihood of well-being among students in military-connected schools, after controlling for student demographics, military connection, and deployments. The authors conclude with a discussion of school climate interventions for military-connected youth.

scholarly journals Orbitofrontal cortex and aggressive behavior in children ages 11 to 13

2020 ◽  
Vol 2 (3) ◽  
pp. 7-12
Author(s):  
Andrómeda Ivette Valencia-Ortiz ◽  
Mauricio Consuelos-Barrios ◽  
Rubén García-Cruz ◽  
Eric García-López
Keyword(s):  
Aggressive Behavior ◽  
Orbitofrontal Cortex ◽  
School Environment ◽  
Violent Behavior ◽  
Emotional Disturbances ◽  
Neuropsychological Battery ◽  
The Family ◽  
Assertive Behavior ◽  
The Relationship ◽  
The City

One of the main points for successful child development is to achieve maturation of the Nervous System. However, growth can be affected by external factors linked to the family or school environment, which can cause behavioral, physical and socio-emotional disturbances to the development of the child, where social skills play a crucial role in preventing aggressive or violent behavior. The objective of this study was to determine the association between the orbitofrontal cortex and aggressive behavior in children from 11 to 13 years old, located in the city of Pachuca, Hidalgo. With a non-experimental design and a correlational scope, an intentional non-probability. A sample of 118 children participated. The participants were evaluated in two sessions, in the first with the Scale of Assertive Behavior for Children (CABS) and the second the Neuropsychological Battery of Executive Functions and Frontal Lobes (BANFE-2). A low and negative statistically significant correlation was found between aggressiveness and severe alteration in the orbitomedial cortex (r = -.273; p = <. 01). They were also highlighting the relationship between aggressiveness and severe alteration in the orbitomedial zone in males (r = -.302; p = <. 05).In conclusion, children who have a severe dysfunction in the orbitomedial cortex usually are more aggressive than those with an average or high score in this zone.

The relationship between physical and mental health in children and adolescents

2012 ◽  
pp. 1740-1747
Author(s):  
Julia Gledhill ◽  
M. Elena Garralda
Keyword(s):  
Mental Health ◽  
Psychological Distress ◽  
Children And Adolescents ◽  
Prognostic Significance ◽  
Physical Symptoms ◽  
Psychological Disorder ◽  
Physical And Mental Health ◽  
Increased Risk ◽  
The Family ◽  
The Relationship

The link between physical and psychological disorder in children and adolescents is well established. Children with chronic illness are at increased risk of emotional and behavioural disorders. In addition, repeated presentations with physical symptoms may represent underlying psychological distress or psychiatric disorder. Because of the inextricable links between young people and the family in which they live, it is inappropriate to consider symptoms in an index child in isolation. The effects of symptomatology on family functioning, parent, and sibling relationships should be considered. This may have important aetiological and prognostic significance.

School climate, victimization, and mental health outcomes among elementary school students in China

2018 ◽  
Vol 39 (6) ◽  
pp. 587-605 ◽  
Author(s):  
Cixin Wang ◽  
Dengting Boyanton ◽  
Ana-Sophia M. Ross ◽  
Jia Li Liu ◽  
Kathryn Sullivan ◽  
...  
Keyword(s):  
Mental Health ◽  
School Climate ◽  
Health Outcomes ◽  
Youth Development ◽  
Internalizing Symptoms ◽  
Protective Factor ◽  
The United States ◽  
Mental Health Outcomes ◽  
School Students ◽  
The Relationship

Although school climate has been identified as a protective factor for youth development in the United States, few longitudinal studies have examined the relationship between school climate and student outcomes in China. This study explored the relationship between school climate, victimization, covitality, internalizing symptoms, and academic achievement, and whether school climate moderated the relationship between victimization and mental health outcomes using longitudinal data. Survey data were collected from 1150 Chinese 3rd to 6th grade students ( Mage = 10.27 years, SD = 1.03 years, 55% boys) from five elementary schools at two time points. Regression results showed that school climate factors, including student-teacher relationships, clear expectations, respect for diversity and fairness of rules, predicted victimization, mental health (both internalizing symptoms and covitality), and academic grades six months later. School climate did not moderate the relationship between victimization and mental health. Our results suggest that it is important to foster positive school climate in order to prevent bullying and promote positive youth development among elementary students in China.

The Association Between Perceptions of Social Support and Maternal Mental Health: A Cumulative Perspective

2010 ◽  
Vol 32 (2) ◽  
pp. 181-208 ◽  
Author(s):  
Sarah O. Meadows
Keyword(s):  
Mental Health ◽  
Romantic Relationship ◽  
Mental Health Problems ◽  
Maternal Mental Health ◽  
Health Problems ◽  
The Family ◽  
Married Mothers ◽  
Biological Fathers ◽  
Time Invariant ◽  
The Relationship

The question of how to best measure family processes so that longitudinal experiences within the family are accurately captured has become an important issue for family scholars. Using the Fragile Families and Child Wellbeing Study ( N = 2,158), this article focuses on the association between trajectories of perceived supportiveness from biological fathers and mothers’ mental health problems 5 years after a birth. The relationship status between mothers and biological fathers is significantly related to her perceptions of his supportiveness, with married mothers reporting the highest levels of supportiveness followed by mothers in cohabiting unions, romantic non-coresidential unions, and, finally, mothers not in a romantic relationship. Controlling for both time-varying and time-invariant maternal and relationship characteristics, a positive slope of perceived supportiveness from biological fathers is associated with fewer subsequent mental health problems 5 years after the birth. The discussion calls attention to alternate modeling strategies for longitudinal family experiences.

scholarly journals A Lifestyle Management of Mental Health Decreasing The Stress Level Of Student

2020 ◽  
Vol 9 (2) ◽  
pp. 826-830
Author(s):  
Khamida Khamida ◽  
Syiddatul Budury ◽  
Riska Rohmawati ◽  
Andikawati Fitriasari Fitriasari ◽  
Chilyatiz Zahroh
Keyword(s):  
Mental Health ◽  
Life Style ◽  
School Environment ◽  
Boarding School ◽  
Simple Random Sampling ◽  
Cross Sectional ◽  
Lifestyle Management ◽  
Stress Levels ◽  
Cross Sectional Design ◽  
The Relationship

Living at boarding school environment requires to approach the environment well. Because of the demands or burdens of some complain of dizziness, fear of not being able to memorize according to the target, unable to concentrate which is a sign and symptom of stressfull. Research aim to find out the relationship between life style management of mental health and stress levels. Study uses Cross Sectional Design, the sample was 153 students taken by simple random sampling. The independent variable was mental health life style management, the dependent variable was the level of stress. The instrument uses a questionnaire. Data analysis with the Spearman's Rho. Results showed p = 0,000, which means there was a relationship between life style management of  mental health with stress levels. Life style management it needs to be applied in Islamic boarding schools in order to increase their productivity and stay mentally healthy.

scholarly journals A Relevância da Família no Processo Educacional: Perspectivas e Desafios Segundo o Projeto Político Pedagógico da Escola Cleuzemi Pereira do Nascimento Silva / The Relevance of the Family in the Educational Process: Perspectives and Challenges According to the Political Pedagogical Project of the Cleuzemi Pereira do Nascimento Silva School

2021 ◽  
Vol 15 (57) ◽  
pp. 729-739
Author(s):  
Yara Silva da Costa ◽  
Pedro Fernando Dos Santos
Keyword(s):  
Residency Program ◽  
School Environment ◽  
Educational Process ◽  
Participatory Management ◽  
The Political ◽  
School Life ◽  
National Education ◽  
The Family ◽  
Qualitative Nature ◽  
The Relationship

Resumo: Esse trabalho tem por finalidade demostrar e analisar a importância da família no processo de aprendizagem do aluno, sendo assim, um dos principais motivos a serem alcançados é trazer a instituição família para esse ambiente escolar. O objetivo deste trabalho é compreender a construção do Projeto Político Pedagógico (PPP) em uma Gestão Democrática e Participativa. Visando ainda, destacar as práticas, valores e rotinas enfatizados no cotidiano escolar visando a realidade local que repercutem no espaço familiar. O estudo tem como base refletir a participação coletiva na construção do Projeto Político Pedagógico, entendido como a própria organização do trabalho pedagógico da escola como um todo. O trabalho desenvolvido é de natureza qualitativa com adição do campo, que se deu dentro das atividades do Programa de Residência Pedagógica, Além de adotar para a sua realização, teorias como as de Veiga (1994), Garcêz (2012), Polonia e Dessen (2005), Garcia (2006), a Lei de Diretrizes e Bases da Educação Nacional (LDBEN 9394/96) e leitura de artigos. Diante disso, foi possível compreender a importâncias da relação entre Família e Escola não somente na construção do PPP, mas também com alicerce na formação de cidadãos como meio de transformação no meio educacional.Palavras-Chave: Família; Escola; Relação; Aprendizagem; PPP. Abstract: This work aims to demonstrate and analyze the importance of the family in the student's learning process, thus, one of the main reasons to be achieved is to bring the family institution to this school environment. The objective of this work is to understand the construction of the Pedagogical Political Project (PPP) in a Democratic and Participatory Management. Also aiming to highlight the practices, values and routines emphasized in the daily school life, aiming at the local reality that affect the family space. The study is based on reflecting the collective participation in the construction of the Political Pedagogical Project, understood as the organization of the school's pedagogical work as a whole. The work developed is of a qualitative nature with the addition of the field, which took place within the activities of the Pedagogical Residency Program, in addition to adopting theories such as those of Veiga (1994), Garcêz (2012), Polonia and Dessen (2005), Garcia (2006), the Law of Guidelines and Bases of National Education (LDBEN 9394/96) and reading of articles. Therefore, it was possible to understand the importance of the relationship between Family and School not only in the construction of the PPP, but also based on the formation of citizens as a means of transformation in the educational environment.Keywords: Family; School; Relationship; Learning; PPP. 

scholarly journals Interaction Psychopedagogical assistance service - family: up-to-date strategies of collaboration in the Pandemic period

2021 ◽  
Author(s):  
Ludmila Bejenari ◽  
Keyword(s):  
Mental Health ◽  
Personal Growth ◽  
Social Adaptation ◽  
Parental Responsibility ◽  
Physical And Mental Health ◽  
Joint Activities ◽  
Motivation For Learning ◽  
The Family ◽  
Assistance Service ◽  
The Relationship

The interaction of family and school is a process of joint activities to agree on the objectives, forms, and methods of family and school education. The value base of such an interaction is the creation of conditions for the achievement of the child, his personal growth, the formation of motivation for learning, maintaining physical and mental health, and social adaptation. Also, the cooperation between family and school aims to harmonize the relationship between teachers, students, and parents, timely identification of family problems, and effective social, pedagogical, and psychological support of the family, increasing parental responsibility for raising and developing children.

Sign in / Sign up

Export Citation Format

Share Document