Cultural Perceptions of the Mentally Ill: Australian and Papua New Guinean High School Youth

1983 ◽  
Vol 17 (3) ◽  
pp. 280-285 ◽  
Author(s):  
Victor J. Callan ◽  
Jeffrey Wilks ◽  
Stewart Forsyth
Keyword(s):  
High School ◽  
Mental Illness ◽  
High School Students ◽  
Mentally Ill ◽  
Violent Behaviour ◽  
School Students ◽  
Cultural Perceptions ◽  
Environmental Causes ◽  
Papua New Guinean ◽  
School Youth

One hundred and thirty-three (76 male, 57 female) Papua New Guinean (PNG) and 144 (93 male, 51 female) Australian high school students completed a series of structured and open-ended measures on attitudes to the mentally ill, especially opinions about the nature of mental illness, characteristics of the mentally ill, and treatment. Both groups of students suggested hereditary and environmental causes, with PNG students citing more often witchcraft and sorcery. Australian students generally presented more favourable attitudes to mental illness, in that they were more willing to work with or marry the mentally ill. PNG students, however, were more likely to highlight the disruptive, violent behaviour of the long long and possibly held a much narrower view of the types of persons labelled mentally ill.

scholarly journals Toward a Ripple Effect: Psychologists Collaborate in Social Justice Education at a High School

2017 ◽  
Vol 9 (2) ◽  
pp. 112-131 ◽  
Author(s):  
Grace S. Kim ◽  
Vali D. Kahn ◽  
John Tawa ◽  
Karen L. Suyemoto
Keyword(s):  
High School ◽  
Social Justice ◽  
High School Students ◽  
High School Teachers ◽  
Social Justice Education ◽  
Group Processes ◽  
Ripple Effect ◽  
School Students ◽  
Social Inequities ◽  
School Youth

Social justice education aims to develop critical thinking about social inequities and social responsibility to increase civic engagement in high school youth. While high schools increasingly recognize the importance of social justice education, teachers are often initially under-prepared to teach this material, particularly about managing challenging emotions, and working with a group- processes as students work with social justice content and process. Psychologists are often asked to be diversity consultants or instructors, creating opportunities to contribute to social justice education. Drawing from implementation science, this paper describes a model of collaboration between university-based psychologists and high-school educators in providing a social justice course to high school students. Our education model enabled a multi-layered collaborative network that maximized the contributions of collaborators (i.e., Students, High School Teachers, Consultants, and Mentor) and enabled sustainability within the high school.

scholarly journals Healthy Young Minds: The Effects of a 1-hour Classroom Workshop on Mental Illness Stigma in High School Students

2014 ◽  
Vol 51 (3) ◽  
pp. 329-337 ◽  
Author(s):  
Sally Ke ◽  
Joshua Lai ◽  
Terri Sun ◽  
Michael M. H. Yang ◽  
Jay Ching Chieh Wang ◽  
...  
Keyword(s):  
High School ◽  
Mental Illness ◽  
High School Students ◽  
Mental Illness Stigma ◽  
School Students

E-Cigarettes and “Dripping” Among High-School Youth

2017 ◽  
pp. 61-66
Author(s):  
Suchitra Krishnan-Sarin ◽  
Meghan Morean ◽  
Grace Kong ◽  
Krysten W. Bold ◽  
Deepa R. Camenga ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Odds Ratio ◽  
Electronic Cigarettes ◽  
Prevalence Rates ◽  
Regression Analyses ◽  
Substantial Portion ◽  
School Students ◽  
Male Adolescents ◽  
School Youth

BACKGROUND Electronic cigarettes (e-cigarettes) electrically heat and vaporize e-liquids to produce inhalable vapors. These devices are being used to inhale vapors produced by dripping e-liquids directly onto heated atomizers. The current study conducts the first evaluation of the prevalence rates and reasons for using e-cigarettes for dripping among high school students. METHODS In the spring of 2015, students from 8 Connecticut high schools (n = 7045) completed anonymous surveys that examined tobacco use behaviors and perceptions. We assessed prevalence rates of ever using e-cigarettes for dripping, reasons for dripping, and predictors of dripping behaviors among those who reported ever use of e-cigarettes. RESULTS Among 1080 ever e-cigarette users, 26.1% of students reported ever using e-cigarettes for dripping. Reasons for dripping included produced thicker clouds of vapor (63.5%), made flavors taste better (38.7%), produced a stronger throat hit (27.7%), curiosity (21.6%), and other (7.5%). Logistic regression analyses indicated that male adolescents (odds ratio [OR] = 1.64), whites (OR = 1.46), and those who had tried multiple tobacco products (OR = 1.34) and had greater past-month e-cigarette use frequency (OR = 1.07) were more likely to use dripping (Ps < .05). CONCLUSIONS These findings indicate that a substantial portion (~1 in 4) of high school adolescents who had ever used e-cigarettes also report using the device for dripping. Future efforts must examine the progression and toxicity of the use of e-cigarettes for dripping among youth and educate them about the potential dangers of these behaviors.

Relational Factors Influencing Parents’ Engagement in Special Education for High School Youth With Emotional/Behavioral Problems

2019 ◽  
Vol 45 (2) ◽  
pp. 103-116
Author(s):  
Ryan G. Carlson ◽  
Robert Hock ◽  
Melissa George ◽  
Gerda Kumpiene ◽  
Mitch Yell ◽  
...  
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
Behavioral Problems ◽  
School Engagement ◽  
Future Research ◽  
School Students ◽  
Factors Influencing ◽  
Relational Factors ◽  
School Youth

This study examined the relational factors influencing school engagement for parents of high school youth with emotional/behavioral disorders. Fourteen parents of high school students (12 mothers, two fathers) who received special education services participated in semistructured interviews. Formal qualitative analyses of audiotaped phone interviews revealed some positive and some negative experiences by parents, the importance of coparenting to increase supportiveness to their child (and dimensions of effective coparenting), and recommendations from them for improving family engagement processes. In general, parents appreciated and recommended proactive and positive communication and collaboration with school staff emphasizing student strengths, being genuinely and meaningfully involved in the Individualized Education Program (IEP) process, with adequate time allowed for this involvement, and for staff to be organized and engaged in working with them. Findings are discussed in relation to ideas for practice and policy enhancement, and future research directions.

scholarly journals Empowering Processes of a Countywide Arts Intervention for High School Youth

2017 ◽  
Vol 12 (2) ◽  
pp. 21-40 ◽  
Author(s):  
Brad Forenza
Keyword(s):  
High School ◽  
High School Students ◽  
Intervention Program ◽  
Future Research ◽  
School Students ◽  
Cross Sectional ◽  
Policy Practice ◽  
Organizational Empowerment ◽  
Depth Interviews ◽  
School Youth

Arts interventions allow young people to address social problems and oppressive forces that impact their lives. Much research has explained the theory behind arts interventions; less has explored the organizational characteristics that may facilitate empowering processes for intervention consumers. The aim of this research is to contextualize dimensions of organizational empowerment in the context of a countywide arts intervention program. Retrospective, cross-sectional, in-depth interviews were conducted with 10 primary consumers of a countywide arts intervention for high school students. Directed content analysis of the interview data revealed ten emergent themes that transcended the data inductively. Findings support and extend our current understanding of organizational empowerment, as it relates to a countywide arts intervention program. Implications for policy, practice, and future research are discussed.

Coupling Geospatial and Computer Modeling Technologies to Engage High School Students in Learning Urban Ecology

2016 ◽  
pp. 1183-1206
Author(s):  
Dennis J. DeBay ◽  
Amie Patchen ◽  
Anne C. Vera Cruz ◽  
Paul E. Madden ◽  
Yang Xu ◽  
...  
Keyword(s):  
High School ◽  
Information System ◽  
High School Students ◽  
Ecosystem Services ◽  
Urban Ecology ◽  
Ecological Value ◽  
School Students ◽  
Urban Tree ◽  
Ecological Principles ◽  
School Youth

This chapter is a description of the Urban Tree Project where high school students were engaged in the use of Geographic Information System (GIS) technologies to determine the economic and ecological value of trees in their neighborhood. Students collected data on tree locations and conditions and then used CITYgreen to evaluate the economic and ecological value of their trees. Urban high school youth had the opportunity to explore urban ecology in their neighborhoods. Pre–post interview and written assessments were conducted across a wide sample of school contexts. The goal of these assessments was to explore the students' beliefs and understanding regarding the ecosystem services that trees and greenspace provide to a city. The results were mixed as students' understanding measured by the written assessments increased significantly. However, upon further probing, students often showed difficulty in drawing coherent concepts and ideas that depicted a robust understanding of urban ecological principles regarding green space and the services that trees provide.

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