Following up Previously Bullied Pupils: How can Schools Ensure a High-Quality, Systematic Approach?

2020 ◽  
pp. 1-10
Author(s):  
Kjersti Balle Tharaldsen
Keyword(s):  
Secondary School ◽  
Mental Health Problems ◽  
Negative Consequences ◽  
Lower Secondary School ◽  
High Quality ◽  
Specific Content ◽  
School Based ◽  
Effective Interventions ◽  
Psychosocial Resource

Pupils exposed to bullying experience severe negative consequences, including reduced academic performance and development of mental health problems. Little is known about effective interventions to prevent and/or reduce such consequences. This study explores how schools can follow up previously bullied pupils. Four focus groups were conducted. In three, informants were national experts representing the school system, the health system, attorneys, researchers, and user organizations in Norway (n = 31). A focus group interview with a primary and lower secondary school in southwest Norway (n = 9) was also carried out. Data were analyzed via content analysis. Findings suggest that school-based psychosocial resource groups can ensure that follow-up work after bullying is systematic and of high quality. Findings provide new knowledge on how schools can organize follow-up work and suggests support systems for schools to provide high-quality follow-up work. Further research on organizing follow-up work and the specific content of follow-up work is needed.

scholarly journals A study on prevalence of alcohol consumption among higher secondary school students in Theni district, Tamil Nadu

2020 ◽  
Vol 9 (2) ◽  
pp. 226
Author(s):  
Shankareswari S. ◽  
Jayapriya B. ◽  
Sandeep K. ◽  
Lourdu Jafrin A.
Keyword(s):  
Alcohol Consumption ◽  
Alcohol Use ◽  
Secondary School ◽  
Rural Areas ◽  
Tamil Nadu ◽  
Contributing Factors ◽  
School Students ◽  
School Based ◽  
Effective Interventions ◽  
Validated Questionnaire

Background: Studies show that in India, the health loss from alcohol will grow larger, unless effective interventions are implemented. Initiation of alcohol intake starts from a very early age and is higher in rural areas. The best way to reduce alcoholism is prevention rather than curing the already addicted persons. For this we need to know the magnitude of this problem. This study is aimed at estimating the prevalence, identifying the causative and contributing factors of alcoholism among higher secondary school children of Theni district.Methods: A self-administered validated questionnaire was given to the male school students of 15 to 17 years (XI and XII students) to assess the prevalence and pattern of alcohol use among them. The questionnaire was prepared with reference from the global school-based student health survey (GSHS), the alcohol use disorders identification test (AUDIT) questionnaire and the cut-annoyed-guilty- eye (CAGE) questionnaire. Data analysis was done using software OpenEpi, Version 3.Results: A total of 500 students were analyzed with a response rate of 94% (n=470). The overall prevalence of alcohol use was found to be 31.06%. Nearly 70% had the possibility of alcoholism and should be investigated further for severity of alcohol use, 30% had impaired control over drinking almost daily and 17% had injury or injured someone because of drinking.Conclusions: The mean age of initiation of alcohol consumption is decreasing and the number of alcohol consumers is increasing.

scholarly journals Perinatal mental health around the world: priorities for research and service development in Sweden

2019 ◽  
Vol 17 (1) ◽  
pp. 6-8 ◽  
Author(s):  
Birgitta Wickberg ◽  
Marie Bendix ◽  
Margareta Blomdahl Wetterholm ◽  
Alkistis Skalkidou
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Mental Healthcare ◽  
Perinatal Mental Health ◽  
Service Development ◽  
Immigrant Parents ◽  
Effective Interventions ◽  
Assessment And Treatment

Sweden has a unique opportunity to identify and follow up women presenting with, or at risk for, perinatal mental health problems and disorders because universal screening programmes are provided by its primary healthcare system. Although they are implemented across almost the entire population, screening programmes are not necessarily leading to effective interventions because the multidisciplinary perinatal mental healthcare teams that provide for the assessment and treatment of moderate to severe disorders are very few in number and must be increased. In particular, efforts to reach immigrant parents must be intensified to achieve equal quality of care for all.

Learning online research skills in lower secondary school: long-term intervention effects, skill profiles and background factors

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tuulikki Alamettälä ◽  
Eero Sormunen
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Small Scale ◽  
Online Research ◽  
Lower Secondary School ◽  
Research Skills ◽  
Content Type

Purpose The purpose of this paper is to investigate the long-term development of online research skills effects of a teaching intervention in online research skills among lower secondary school students and how various factors such as teaching interventions and students’ to identify students’ skill profiles in online research self-efficacy, attitudes, information and communication technology (ICT) activity and gender are associated with development. Design/methodology/approach Two intervention courses were implemented to improve online research skills among 7th-grade students. In the follow-up test in the 8th grade, students’ skills were measured in Web searching, critical evaluation of sources and argumentative use of Web information. Students’ self-efficacy beliefs in online research, their attitudes toward learning, behavioral intentions in online research and ICT activity were surveyed by questionnaires. Findings The main finding was that the effect observed immediately after the intervention in 7th grade did not last until the following year. A cluster analysis revealed six skill profiles characterizing strengths and weaknesses in students’ performance in the subtasks of online research and indicated that many students suffer from poor evaluation skills. Self-efficacy beliefs stood out as a student-related factor associated with the development of online research skills. Originality/value This study contributed to the pedagogy of online research skills. It indicates that small-scale interventions are not enough to enhance 7th-graders’ online research skills. Students need continuous practice in different contexts during their school years. It is important to support students’ self-efficacy to motivate them to develop their skills in all the subtasks of online research. This study also demonstrated the importance of follow-up studies in online research skills, as they have been rare thus far.

scholarly journals The effects of martial arts participation on mental and psychosocial health outcomes: a randomised controlled trial of a secondary school-based mental health promotion program

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Brian Moore ◽  
Dean Dudley ◽  
Stuart Woodcock
Keyword(s):  
Mental Health ◽  
Randomised Controlled Trial ◽  
Secondary School ◽  
Health Outcomes ◽  
Martial Arts ◽  
Mental Health Problems ◽  
Controlled Trial ◽  
Mental Health Outcomes ◽  
School Based ◽  
Randomised Controlled

Abstract Background Mental health problems are a significant social issue that have multiple consequences, including broad social and economic impacts. However, many individuals do not seek assistance for mental health problems. Limited research suggests martial arts training may be an efficacious sports-based mental health intervention that potentially provides an inexpensive alternative to psychological therapy. Unfortunately, the small number of relevant studies and other methodological problems lead to uncertainty regarding the validity and reliability of existing research. This study aims to examine the efficacy of a martial arts based therapeutic intervention to improve mental health outcomes. Methods/design The study is a 10-week secondary school-based intervention and will be evaluated using a randomised controlled trial. Data will be collected at baseline, post-intervention, and 12-week follow-up. Power calculations indicate a maximum sample size of n = 293 is required. The target age range of participants is 11–14 years, who will be recruited from government and catholic secondary schools in New South Wales, Australia. The intervention will be delivered in a face-to-face group format onsite at participating schools and consists of 10 × 50–60 min sessions, once per week for 10 weeks. Quantitative outcomes will be measured using standardised psychometric instruments. Discussion The current study utilises a robust design and rigorous evaluation process to explore the intervention’s potential efficacy. As previous research examining the training effects of martial arts participation on mental health outcomes has not exhibited comparable scale or rigour, the findings of the study will provide valuable evidence regarding the efficacy of martial arts training to improve mental health outcomes. Trial registration Australian New Zealand Clinical Trials Register ACTRN12618001405202. Registered 21st August 2018.

scholarly journals Associations between Adolescents’ Interpersonal Relationships, School Well-being, and Academic Achievement during Educational Transitions

2019 ◽  
Vol 49 (5) ◽  
pp. 1057-1072 ◽  
Author(s):  
Noona Kiuru ◽  
Ming-Te Wang ◽  
Katariina Salmela-Aro ◽  
Lasse Kannas ◽  
Timo Ahonen ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Interpersonal Relationships ◽  
Well Being ◽  
Educational Transitions ◽  
Lower Secondary School ◽  
High Quality ◽  
Reciprocal Associations

AbstractA youth’s ability to adapt during educational transitions has long-term, positive impacts on their academic achievement and mental health. Although supportive relationships with parents, peers, and teachers are protective factors associated with successful educational transitions, little is known about the reciprocal link between the quality of these interpersonal relationships and school well-being, with even less known about how these two constructs affect academic achievement. This longitudinal study examined how the quality of interpersonal relationships and school well-being worked together to affect academic achievement during the transition from primary school to lower secondary school. Data were collected from 848 Finnish adolescents (54% girls, mean age at the outset 12.3 years) over the course of sixth and seventh grade. The results support a transactional model illustrating the reciprocal associations between the quality of interpersonal relationships and school well-being during the transition to lower secondary school. As such, the presence of high quality interpersonal relationships promoted higher academic achievement through increased school well-being, whereas high school well-being promoted higher subsequent academic achievement through increased quality of interpersonal relationships. Overall, the results suggest that promoting learning outcomes and helping adolescents with challenges during educational transitions is a critical part of supporting school well-being and the formation of high-quality interpersonal relationships.

School-Based Decision Making and the Empowerment of Secondary School Teachers

1998 ◽  
Vol 8 (1) ◽  
pp. 49-64 ◽  
Author(s):  
Russell Wall ◽  
James S. Rinehart
Keyword(s):  
Decision Making ◽  
Secondary School ◽  
Professional Growth ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Growth Status ◽  
School Based ◽  
Significant Difference ◽  
Governance Process

The purpose of this study was to investigate teacher empowerment in high schools that had a school council over varying lengths of time (either zero, one, two, or three years). Teachers in this study were in a state that mandated a school governance process to involve teachers in the decision-making process. A School Participant Empowerment Scale (SPES) was used to measure empowerment and it contained the following six subscales: decision making, autonomy, self-efficacy, professional growth, status, and impact. Each teacher received a packet containing a demographic form, the School Participant Empowerment Scale (six scales), and a self-addressed, stamped envelope. The returned data were analyzed by a MANOVA technique resulting in a significant Wilkeslambda. A follow-up procedure (ANOVA) indicated that a significant difference existed on the decision-making scale between schools with no experience with councils and those with three years experience. There were no significant differences for the remaining subscales. These results are interpreted and implications for practitioners and policymakers are suggested.

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