scholarly journals KENAKALAN REMAJA AWAL DI LINGKUNGAN SEKOLAH DITINJAU DARI KETIDAKHADIRAN ORANG TUA KARENA MERANTAU

2015 ◽  
Vol 11 (2) ◽  
pp. 143-150
Author(s):  
Siti Qorrotu Aini
Keyword(s):  
Substance Abuse ◽  
Secondary School ◽  
Adolescent Development ◽  
Behavioral Problems ◽  
School Environment ◽  
Early Adolescent ◽  
School Age ◽  
Hormonal Changes ◽  
Adolescent Delinquency ◽  
School Life

ENGLISHEarly adolescent phase that coincided with the beginning of secondary school age have characteristics that emotionally still volatile because of the influence of hormonal changes in adolescents. This forms a distinctive characteristic in early adolescence which includes aspects social behavior, moral, religious, affective, cognitive and personality. The reviewed purpose is to explain the potential of early adolescent delinquency in the school environment on students whose parents migrated for temporary. Adolescent phase needs nurturing, guidance, direction and supervision. The parents roles is needed for the success of adolescent development. Adolescent who left by their parents for temporal migration have psychosocial youth impact in their school life. Adolescent beside studied academicly also required to comply with the applicable rules at school. Adolescent who are left for temporal migration and have psychosocial problem, forms of delinquency includes substance abuse such as alcohol, behavioral problems includes coming late, ditching, not doing homework, words are rude, alcohol, viewing pornography, fighting, courting school environment, write inappropriate words on the walls of the bathroom and indications brawl. INDONESIAFase remaja awal yang bertepatan dengan usia sekolah menengah memiliki karakteristik yang secara emosional masih bergejolak karena pengaruh perubahan hormonal dalam diri remaja. Hal ini membentuk karakteristik yang khas pada masa remaja awal yang meliputi aspek perilaku sosial, moral, religi, afeksi, kognitif dan kepribadian. Tujuan penulisan untuk menjelaskan potensi kenakalan remaja awal di lingkungan sekolah pada siswa yang orang tuanya merantau. Fase remaja membutuhkan pengasuhan, bimbingan, arahan dan pengawasan. Peran orang tua sangat dibutuhkan untuk keberhasilan perkembangan anak remaja. Remaja yang ditinggal orang tuanya merantau memiliki dampak psikososial remaja dalam kehidupannya bersekolah. Remaja, selain belajar secara akademis juga dituntut untuk mematuhi aturan yang berlaku disekolah. Remaja yang ditinggal merantau dan memiliki masalah psikosial, bentuk-bentuk kenakalannya meliputi penyalahgunaan zat berupa minuman keras, masalah perilaku meliputi terlambat, membolos, tidak mengerjakan tugas/PR, perkataan yang kasar, minuman keras, melihat pornografi, berkelahi, pacaran dilingkungan sekolah, menulis kata-kata tidak pantas di tembok kamar mandi dan indikasi tawuran.

scholarly journals Experiences of Turkish Cypriot, Kurdish and Turkish Youth in Creating Transnational Social Spaces in London Schools

2013 ◽  
Vol 3 (1) ◽  
pp. 15-27
Author(s):  
Dogus Simsek
Keyword(s):  
Secondary School ◽  
Identity Formation ◽  
School Environment ◽  
School Experiences ◽  
Social Spaces ◽  
School Life ◽  
Transnational Social Spaces ◽  
Turkish Youth ◽  
Turkish Cypriot

This paper focuses on the role of school in identity formation of Turkish Cypriot, Kurdish and Turkish youths (thereafter TCKT) living in London and explores the perceptions of young people about their school life, mainly focusing on secondary school experiences, and exploring the difficulties faced in their relations with peers. It also examines the forms of homogeneity and heterogeneity within the school environment, examining their influence on identity formation and the negotiation of transnational social spaces by TCKT youth. The homogeneity of schools in London prevents them from forming identities based on interaction with various cultures and, therefore, limits their ability to create transnational social spaces.

scholarly journals Influence of boarding secondary school environment on HIV positive students in South Western Uganda

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Raymond Bernard Kihumuro ◽  
David Jolly Muganzi ◽  
Elton George Wandira ◽  
Racheal Alinaiswe ◽  
Jovitah Joselyne Nanyunja ◽  
...  
Keyword(s):  
Human Immunodeficiency Virus ◽  
Secondary School ◽  
Secondary Schools ◽  
School Environment ◽  
Coping Mechanisms ◽  
Hiv Positive ◽  
Key Informants ◽  
Immunodeficiency Virus ◽  
Negative Coping ◽  
Depth Interviews

Abstract Background The number of human immunodeficiency virus (HIV) positive adolescents in secondary school has increased over the years. Little is known on how the students cope to the pressures and demands of their academic and health lives in the boarding secondary schools. This study explored the factors surrounding their anti-retroviral therapy adherence as well as their experiences. Methods We did a qualitative study that employed in-depth interviews amongst purposively selected 19 HIV positive adolescent students in boarding secondary school and seven key informants. Key informants were members of boarding secondary school staff directly taking care of the adolescents living with human immune virus and had spent at least two academic terms in that school. The study participants were recruited from four health facilities in Bushenyi district, southwestern Uganda, and key informants from five boarding secondary schools in Bushenyi. These were engaged in in-depth interviews using an interview guide. Data was transcribed, coded and the content analyzed thematically. Results Adolescents living with human immunodeficiency virus in boarding secondary school face challenges similar to adolescents outside boarding school settings. However, some challenges are unique to them. Students faced numerous barriers which made it difficult to adhere to their medication. Stigmatization in its different forms was also a major challenge amongst students. Willingness disclosure of serostatus was beneficial to the students since it guaranteed support while at school; facilitating adherence and better living. However, students were uneasy to disclose their status. Some students adopted negative coping mechanisms such as telling lies, escaping from school, and class to access medication. Conclusions Adolescents in boarding secondary schools face similar challenges as compared to their counterparts with some being unique to them. Few school mechanisms help these students to cope while at school. Limited disclosure has proven useful but some adolescents have opted not to disclose their status and hence used negative coping mechanisms. These challenges need to be addressed and a safe environment to encourage limited disclosure should be made.

Are you listening? Echoing the voices of looked after children about their transition to secondary school

2021 ◽  
Vol 45 (1) ◽  
pp. 37-55
Author(s):  
Yvonne J Francis ◽  
Laura Rowland ◽  
Sarah Humrich ◽  
Sally Taylor
Keyword(s):  
Secondary School ◽  
School Environment ◽  
Well Being ◽  
Social Connections ◽  
Research Approach ◽  
Participatory Action ◽  
Vulnerable Children ◽  
Looked After Children ◽  
Action Research Approach ◽  
Childhood Event

Transition to secondary school is a significant childhood event, especially for the most vulnerable children. Many looked after children experience multiple episodes of instability, loss and change which can affect this move. Research shows that school belonging promotes acceptance, inclusion and respect, and impacts positively on school transfer and participation. Asking children for their views on matters that affect them can ease the process and increase their belonging and well-being. This article seeks to echo the voices of 36 children aged 10 to 12 who participated in a therapeutic primary to secondary transition initiative for looked after children. Informed by a participatory action research approach, its focus was to facilitate the child’s voice. Child-friendly, multi-method techniques and activities were used to elicit their views about the transition. Social connections, relationships, feeling safe and belonging within the school environment emerged as key themes. Children specifically highlighted the importance of friendships as a mechanism for supporting their belonging during this time. They also voiced the need for their social connections and belonging to be promoted. This unique intervention provides a framework for facilitating the voices of looked after children and underlines the need for practitioners to listen and understand moves from primary to secondary schools from the child’s perspective.

Educational and Occupational Aspiration In Relation To School Environment of the Secondary School Students of South Kamrup Area of Assam- A Study

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Bhargab Pratim Bora
Keyword(s):  
Secondary School ◽  
School Environment ◽  
Random Sampling ◽  
Secondary School Students ◽  
Great Influence ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
School Students ◽  
Occupational Aspiration ◽  
Personal Significance

Aspiration means the goal that individual set for him in a task which has intense personal significance for him and in which his ego is involved. School is one of the major agencies of socialization which has great influence and bearing on the development of aspirations of the child. It is the School which sets the pattern for the child’s attitude towards people and society, aids intellectual growth in the child and supports his aspirations and achievements. A positive affective School environment increases the livelihood that a child can initiate and persist in challenging and intellectual tasks. Thus the present study is envisaged to assess the Educational and Occupational aspiration of the Secondary School students in relation to their School Environment. The main purpose of the study was to find out the level of Educational and Occupational aspiration in relation to the School environment of the Secondary School students. For the study, 12 Provincialized Co-Educational Secondary schools were selected as sampled Schools by using simple random sampling technique and 490 Class-X students from the sampled schools were selected. Educational aspiration scale (EAS), Occupational aspiration Scale (OAS) and School Environment Inventory were used as tool of the study.

scholarly journals Visual Social Publications in the Newspapers of Greek Primary Schools: A Semiotic Analysis

2013 ◽  
Vol 4 (2) ◽  
pp. 71
Author(s):  
Lina P. Valsamidou
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Semiotic Analysis ◽  
School Life ◽  
Social Content ◽  
Research Material ◽  
The Social ◽  
Social Messages

In the present study we investigate, record and discuss icons with asocial content, their type, their signifieds and ideological significations,wishing to extract useful conclusions regarding the use of icons in schoolnewspapers as vehicles of social messages. The research material comprises intotal 252 images with a social content found in the columns of schoolnewspapers, whereas the collection of the sample was based on the study of 64school newspaper issues coming from 32 titles of primary school newspapers fromall over Greece that were published in 2004-2006. All in all, it appears that social iconic publications create theeditors’ vivid interest, as they find their way mostly in the inside pages ofnewspapers. The analysis of the icons as to their signifieds places emphasis onthe dominant ideological forms: the signifieds of historic anniversaries,school life and environmental education come before the others, which in turnsuggests the dominant ideological trends, history-school-environment/ecology:a triptych that emerges through the social-iconic choices of those involved inpublishing school newspapers.Keywords: visual social publications, schoolnewspapers, semiotic analysis, students-journalists

scholarly journals Gender Advantages and Gender Normality in the Views of Estonian Secondary School Students

2015 ◽  
Vol 6 (1) ◽  
pp. 72-85 ◽  
Author(s):  
Tiiu Kuurme ◽  
Gertrud Kasemaa
Keyword(s):  
Secondary School ◽  
Gender Equality ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Qualitative Content Analysis ◽  
School Life ◽  
School Students ◽  
Related Factors ◽  
And Gender ◽  
Central Condition

Abstract The aim of the study on Estonian secondary school students was to obtain an overview of the gender-related views and experiences of the everyday school life by students, and to analyse the school-related factors in the development of gender roles and gender-related expectations. We view gender equality as a central condition for social sustainability. In the article, we focus on the perceptions and interpretations of the so-called normal boy and girl and the advantages of both genders at school. We analyse the experiences and the views of young people regarding their gender positioning in everyday school life vis-à-vis their views on gender equality. The survey used in the study consisted of 50 questions, mainly open-ended. It was conducted in 10 basic and secondary schools in grades 7, 9, 10 and 12, with a total number of 649 respondents. The open answers were analysed by applying the method of thematic qualitative content analysis. The findings reveal that the perceived advantages of both genders at school and the behaviour considered as normal at school are strongly related to traditional gender stereotypes. At the same time, students claim that they are primarily people with equal opportunities. We conclude that the belief in the ideology of gender equality outweighs personal gender-related experiences.

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